{"allowedFigureKinds":["angle","chart","circuit","coordinate","flow","fraction","grid","numberline","shape","table"],"answerBalance":[384,384,384,384],"contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","contractPolicy":{"answerBalance":[384,384,384,384],"everyNoteHasFigure":false,"maxPerFamily":4,"minFamilies":384,"minFiguredQuestions":0,"objectiveBalanceMode":"coverage","questionCount":1536},"country":"TR","coverage":{"Students can classify, compare and infer meaning while listening in the context of classroom life & learning":{"notes":["tr-g07-ingilizce-note-eng-7-2-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of family life & home":{"notes":["tr-g07-ingilizce-note-eng-7-4-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of life in nature":{"notes":["tr-g07-ingilizce-note-eng-7-7-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of life in the neighbourhood & city and social life":{"notes":["tr-g07-ingilizce-note-eng-7-5-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of life in the universe & future":{"notes":["tr-g07-ingilizce-note-eng-7-8-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of life in the world & culture":{"notes":["tr-g07-ingilizce-note-eng-7-6-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of personal life & well-being":{"notes":["tr-g07-ingilizce-note-eng-7-3-l3"],"questions":8},"Students can classify, compare and infer meaning while listening in the context of school life & education":{"notes":["tr-g07-ingilizce-note-eng-7-1-l3"],"questions":8},"Students can classify, compare and infer meaning while reading in the context of classroom life & 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can identify the listening topic and key details in the context of life in the neighbourhood & city and social life":{"notes":["tr-g07-ingilizce-note-eng-7-5-l2"],"questions":8},"Students can identify the listening topic and key details in the context of life in the universe & future":{"notes":["tr-g07-ingilizce-note-eng-7-8-l2"],"questions":8},"Students can identify the listening topic and key details in the context of life in the world & culture":{"notes":["tr-g07-ingilizce-note-eng-7-6-l2"],"questions":8},"Students can identify the listening topic and key details in the context of personal life & well-being":{"notes":["tr-g07-ingilizce-note-eng-7-3-l2"],"questions":8},"Students can identify the listening topic and key details in the context of school life & education":{"notes":["tr-g07-ingilizce-note-eng-7-1-l2"],"questions":8},"Students can monitor and improve spoken language in the context of classroom life & 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produce clear spoken language in the context of school life & education":{"notes":["tr-g07-ingilizce-note-eng-7-1-s3"],"questions":8},"Students can reflect on and share listening experiences in the context of classroom life & learning":{"notes":["tr-g07-ingilizce-note-eng-7-2-l4"],"questions":8},"Students can reflect on and share listening experiences in the context of family life & home":{"notes":["tr-g07-ingilizce-note-eng-7-4-l4"],"questions":8},"Students can reflect on and share listening experiences in the context of life in nature":{"notes":["tr-g07-ingilizce-note-eng-7-7-l4"],"questions":8},"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life":{"notes":["tr-g07-ingilizce-note-eng-7-5-l4"],"questions":8},"Students can reflect on and share listening experiences in the context of life in the universe & future":{"notes":["tr-g07-ingilizce-note-eng-7-8-l4"],"questions":8},"Students can reflect on and share 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& home":{"notes":["tr-g07-ingilizce-note-eng-7-4-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of life in nature":{"notes":["tr-g07-ingilizce-note-eng-7-7-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of life in the neighbourhood & city and social life":{"notes":["tr-g07-ingilizce-note-eng-7-5-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of life in the universe & future":{"notes":["tr-g07-ingilizce-note-eng-7-8-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of life in the world & culture":{"notes":["tr-g07-ingilizce-note-eng-7-6-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of personal life & well-being":{"notes":["tr-g07-ingilizce-note-eng-7-3-s6"],"questions":8},"Students can reflect on and share the speaking process in the context of school life & 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context.","familyDesignKey":"ENG.7.2.S6::application-and-reflection::96","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-96","familyIndex":96,"familyTitle":"ENG.7.2.S6 - application and reflection","questionIds":["tr-g07-ingilizce-q0381","tr-g07-ingilizce-q0382","tr-g07-ingilizce-q0383","tr-g07-ingilizce-q0384"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L1.","familyDesignKey":"ENG.7.3.L1::theme-clue-and-selection::97","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-97","familyIndex":97,"familyTitle":"ENG.7.3.L1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0385","tr-g07-ingilizce-q0386","tr-g07-ingilizce-q0387","tr-g07-ingilizce-q0388"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L1 in context.","familyDesignKey":"ENG.7.3.L1::application-and-reflection::98","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-98","familyIndex":98,"familyTitle":"ENG.7.3.L1 - application and reflection","questionIds":["tr-g07-ingilizce-q0389","tr-g07-ingilizce-q0390","tr-g07-ingilizce-q0391","tr-g07-ingilizce-q0392"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L2.","familyDesignKey":"ENG.7.3.L2::theme-clue-and-selection::99","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-99","familyIndex":99,"familyTitle":"ENG.7.3.L2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0393","tr-g07-ingilizce-q0394","tr-g07-ingilizce-q0395","tr-g07-ingilizce-q0396"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L2 in context.","familyDesignKey":"ENG.7.3.L2::application-and-reflection::100","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-100","familyIndex":100,"familyTitle":"ENG.7.3.L2 - application and reflection","questionIds":["tr-g07-ingilizce-q0397","tr-g07-ingilizce-q0398","tr-g07-ingilizce-q0399","tr-g07-ingilizce-q0400"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L3.","familyDesignKey":"ENG.7.3.L3::theme-clue-and-selection::101","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-101","familyIndex":101,"familyTitle":"ENG.7.3.L3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0401","tr-g07-ingilizce-q0402","tr-g07-ingilizce-q0403","tr-g07-ingilizce-q0404"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L3 in context.","familyDesignKey":"ENG.7.3.L3::application-and-reflection::102","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-102","familyIndex":102,"familyTitle":"ENG.7.3.L3 - application and reflection","questionIds":["tr-g07-ingilizce-q0405","tr-g07-ingilizce-q0406","tr-g07-ingilizce-q0407","tr-g07-ingilizce-q0408"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L4.","familyDesignKey":"ENG.7.3.L4::theme-clue-and-selection::103","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-103","familyIndex":103,"familyTitle":"ENG.7.3.L4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0409","tr-g07-ingilizce-q0410","tr-g07-ingilizce-q0411","tr-g07-ingilizce-q0412"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L4 in context.","familyDesignKey":"ENG.7.3.L4::application-and-reflection::104","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-104","familyIndex":104,"familyTitle":"ENG.7.3.L4 - application and reflection","questionIds":["tr-g07-ingilizce-q0413","tr-g07-ingilizce-q0414","tr-g07-ingilizce-q0415","tr-g07-ingilizce-q0416"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.P1.","familyDesignKey":"ENG.7.3.P1::theme-clue-and-selection::105","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-105","familyIndex":105,"familyTitle":"ENG.7.3.P1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0417","tr-g07-ingilizce-q0418","tr-g07-ingilizce-q0419","tr-g07-ingilizce-q0420"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.P1 in context.","familyDesignKey":"ENG.7.3.P1::application-and-reflection::106","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-106","familyIndex":106,"familyTitle":"ENG.7.3.P1 - application and reflection","questionIds":["tr-g07-ingilizce-q0421","tr-g07-ingilizce-q0422","tr-g07-ingilizce-q0423","tr-g07-ingilizce-q0424"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R1.","familyDesignKey":"ENG.7.3.R1::theme-clue-and-selection::107","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-107","familyIndex":107,"familyTitle":"ENG.7.3.R1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0425","tr-g07-ingilizce-q0426","tr-g07-ingilizce-q0427","tr-g07-ingilizce-q0428"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R1 in context.","familyDesignKey":"ENG.7.3.R1::application-and-reflection::108","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-108","familyIndex":108,"familyTitle":"ENG.7.3.R1 - application and reflection","questionIds":["tr-g07-ingilizce-q0429","tr-g07-ingilizce-q0430","tr-g07-ingilizce-q0431","tr-g07-ingilizce-q0432"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R2.","familyDesignKey":"ENG.7.3.R2::theme-clue-and-selection::109","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-109","familyIndex":109,"familyTitle":"ENG.7.3.R2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0433","tr-g07-ingilizce-q0434","tr-g07-ingilizce-q0435","tr-g07-ingilizce-q0436"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R2 in context.","familyDesignKey":"ENG.7.3.R2::application-and-reflection::110","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-110","familyIndex":110,"familyTitle":"ENG.7.3.R2 - application and reflection","questionIds":["tr-g07-ingilizce-q0437","tr-g07-ingilizce-q0438","tr-g07-ingilizce-q0439","tr-g07-ingilizce-q0440"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R3.","familyDesignKey":"ENG.7.3.R3::theme-clue-and-selection::111","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-111","familyIndex":111,"familyTitle":"ENG.7.3.R3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0441","tr-g07-ingilizce-q0442","tr-g07-ingilizce-q0443","tr-g07-ingilizce-q0444"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R3 in context.","familyDesignKey":"ENG.7.3.R3::application-and-reflection::112","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-112","familyIndex":112,"familyTitle":"ENG.7.3.R3 - application and reflection","questionIds":["tr-g07-ingilizce-q0445","tr-g07-ingilizce-q0446","tr-g07-ingilizce-q0447","tr-g07-ingilizce-q0448"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R4.","familyDesignKey":"ENG.7.3.R4::theme-clue-and-selection::113","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-113","familyIndex":113,"familyTitle":"ENG.7.3.R4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0449","tr-g07-ingilizce-q0450","tr-g07-ingilizce-q0451","tr-g07-ingilizce-q0452"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R4 in context.","familyDesignKey":"ENG.7.3.R4::application-and-reflection::114","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-114","familyIndex":114,"familyTitle":"ENG.7.3.R4 - application and reflection","questionIds":["tr-g07-ingilizce-q0453","tr-g07-ingilizce-q0454","tr-g07-ingilizce-q0455","tr-g07-ingilizce-q0456"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.V1.","familyDesignKey":"ENG.7.3.V1::theme-clue-and-selection::115","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-115","familyIndex":115,"familyTitle":"ENG.7.3.V1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0457","tr-g07-ingilizce-q0458","tr-g07-ingilizce-q0459","tr-g07-ingilizce-q0460"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.V1 in context.","familyDesignKey":"ENG.7.3.V1::application-and-reflection::116","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-116","familyIndex":116,"familyTitle":"ENG.7.3.V1 - application and reflection","questionIds":["tr-g07-ingilizce-q0461","tr-g07-ingilizce-q0462","tr-g07-ingilizce-q0463","tr-g07-ingilizce-q0464"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.G1.","familyDesignKey":"ENG.7.3.G1::theme-clue-and-selection::117","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-117","familyIndex":117,"familyTitle":"ENG.7.3.G1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0465","tr-g07-ingilizce-q0466","tr-g07-ingilizce-q0467","tr-g07-ingilizce-q0468"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.G1 in context.","familyDesignKey":"ENG.7.3.G1::application-and-reflection::118","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-118","familyIndex":118,"familyTitle":"ENG.7.3.G1 - application and reflection","questionIds":["tr-g07-ingilizce-q0469","tr-g07-ingilizce-q0470","tr-g07-ingilizce-q0471","tr-g07-ingilizce-q0472"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W1.","familyDesignKey":"ENG.7.3.W1::theme-clue-and-selection::119","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-119","familyIndex":119,"familyTitle":"ENG.7.3.W1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0473","tr-g07-ingilizce-q0474","tr-g07-ingilizce-q0475","tr-g07-ingilizce-q0476"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W1 in context.","familyDesignKey":"ENG.7.3.W1::application-and-reflection::120","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-120","familyIndex":120,"familyTitle":"ENG.7.3.W1 - application and reflection","questionIds":["tr-g07-ingilizce-q0477","tr-g07-ingilizce-q0478","tr-g07-ingilizce-q0479","tr-g07-ingilizce-q0480"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W2.","familyDesignKey":"ENG.7.3.W2::theme-clue-and-selection::121","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-121","familyIndex":121,"familyTitle":"ENG.7.3.W2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0481","tr-g07-ingilizce-q0482","tr-g07-ingilizce-q0483","tr-g07-ingilizce-q0484"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W2 in context.","familyDesignKey":"ENG.7.3.W2::application-and-reflection::122","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-122","familyIndex":122,"familyTitle":"ENG.7.3.W2 - application and reflection","questionIds":["tr-g07-ingilizce-q0485","tr-g07-ingilizce-q0486","tr-g07-ingilizce-q0487","tr-g07-ingilizce-q0488"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W3.","familyDesignKey":"ENG.7.3.W3::theme-clue-and-selection::123","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-123","familyIndex":123,"familyTitle":"ENG.7.3.W3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0489","tr-g07-ingilizce-q0490","tr-g07-ingilizce-q0491","tr-g07-ingilizce-q0492"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W3 in context.","familyDesignKey":"ENG.7.3.W3::application-and-reflection::124","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-124","familyIndex":124,"familyTitle":"ENG.7.3.W3 - application and reflection","questionIds":["tr-g07-ingilizce-q0493","tr-g07-ingilizce-q0494","tr-g07-ingilizce-q0495","tr-g07-ingilizce-q0496"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W4.","familyDesignKey":"ENG.7.3.W4::theme-clue-and-selection::125","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-125","familyIndex":125,"familyTitle":"ENG.7.3.W4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0497","tr-g07-ingilizce-q0498","tr-g07-ingilizce-q0499","tr-g07-ingilizce-q0500"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W4 in context.","familyDesignKey":"ENG.7.3.W4::application-and-reflection::126","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-126","familyIndex":126,"familyTitle":"ENG.7.3.W4 - application and reflection","questionIds":["tr-g07-ingilizce-q0501","tr-g07-ingilizce-q0502","tr-g07-ingilizce-q0503","tr-g07-ingilizce-q0504"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W5.","familyDesignKey":"ENG.7.3.W5::theme-clue-and-selection::127","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-127","familyIndex":127,"familyTitle":"ENG.7.3.W5 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0505","tr-g07-ingilizce-q0506","tr-g07-ingilizce-q0507","tr-g07-ingilizce-q0508"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W5 in context.","familyDesignKey":"ENG.7.3.W5::application-and-reflection::128","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-128","familyIndex":128,"familyTitle":"ENG.7.3.W5 - application and reflection","questionIds":["tr-g07-ingilizce-q0509","tr-g07-ingilizce-q0510","tr-g07-ingilizce-q0511","tr-g07-ingilizce-q0512"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W6.","familyDesignKey":"ENG.7.3.W6::theme-clue-and-selection::129","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-129","familyIndex":129,"familyTitle":"ENG.7.3.W6 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0513","tr-g07-ingilizce-q0514","tr-g07-ingilizce-q0515","tr-g07-ingilizce-q0516"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W6 in context.","familyDesignKey":"ENG.7.3.W6::application-and-reflection::130","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-130","familyIndex":130,"familyTitle":"ENG.7.3.W6 - application and reflection","questionIds":["tr-g07-ingilizce-q0517","tr-g07-ingilizce-q0518","tr-g07-ingilizce-q0519","tr-g07-ingilizce-q0520"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W7.","familyDesignKey":"ENG.7.3.W7::theme-clue-and-selection::131","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-131","familyIndex":131,"familyTitle":"ENG.7.3.W7 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0521","tr-g07-ingilizce-q0522","tr-g07-ingilizce-q0523","tr-g07-ingilizce-q0524"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W7 in context.","familyDesignKey":"ENG.7.3.W7::application-and-reflection::132","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-132","familyIndex":132,"familyTitle":"ENG.7.3.W7 - application and reflection","questionIds":["tr-g07-ingilizce-q0525","tr-g07-ingilizce-q0526","tr-g07-ingilizce-q0527","tr-g07-ingilizce-q0528"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S1.","familyDesignKey":"ENG.7.3.S1::theme-clue-and-selection::133","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-133","familyIndex":133,"familyTitle":"ENG.7.3.S1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0529","tr-g07-ingilizce-q0530","tr-g07-ingilizce-q0531","tr-g07-ingilizce-q0532"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S1 in context.","familyDesignKey":"ENG.7.3.S1::application-and-reflection::134","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-134","familyIndex":134,"familyTitle":"ENG.7.3.S1 - application and reflection","questionIds":["tr-g07-ingilizce-q0533","tr-g07-ingilizce-q0534","tr-g07-ingilizce-q0535","tr-g07-ingilizce-q0536"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S2.","familyDesignKey":"ENG.7.3.S2::theme-clue-and-selection::135","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-135","familyIndex":135,"familyTitle":"ENG.7.3.S2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0537","tr-g07-ingilizce-q0538","tr-g07-ingilizce-q0539","tr-g07-ingilizce-q0540"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S2 in context.","familyDesignKey":"ENG.7.3.S2::application-and-reflection::136","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-136","familyIndex":136,"familyTitle":"ENG.7.3.S2 - application and reflection","questionIds":["tr-g07-ingilizce-q0541","tr-g07-ingilizce-q0542","tr-g07-ingilizce-q0543","tr-g07-ingilizce-q0544"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S3.","familyDesignKey":"ENG.7.3.S3::theme-clue-and-selection::137","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-137","familyIndex":137,"familyTitle":"ENG.7.3.S3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0545","tr-g07-ingilizce-q0546","tr-g07-ingilizce-q0547","tr-g07-ingilizce-q0548"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S3 in context.","familyDesignKey":"ENG.7.3.S3::application-and-reflection::138","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-138","familyIndex":138,"familyTitle":"ENG.7.3.S3 - application and reflection","questionIds":["tr-g07-ingilizce-q0549","tr-g07-ingilizce-q0550","tr-g07-ingilizce-q0551","tr-g07-ingilizce-q0552"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S4.","familyDesignKey":"ENG.7.3.S4::theme-clue-and-selection::139","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-139","familyIndex":139,"familyTitle":"ENG.7.3.S4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0553","tr-g07-ingilizce-q0554","tr-g07-ingilizce-q0555","tr-g07-ingilizce-q0556"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S4 in context.","familyDesignKey":"ENG.7.3.S4::application-and-reflection::140","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-140","familyIndex":140,"familyTitle":"ENG.7.3.S4 - application and reflection","questionIds":["tr-g07-ingilizce-q0557","tr-g07-ingilizce-q0558","tr-g07-ingilizce-q0559","tr-g07-ingilizce-q0560"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S5.","familyDesignKey":"ENG.7.3.S5::theme-clue-and-selection::141","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-141","familyIndex":141,"familyTitle":"ENG.7.3.S5 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0561","tr-g07-ingilizce-q0562","tr-g07-ingilizce-q0563","tr-g07-ingilizce-q0564"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S5 in 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context.","familyDesignKey":"ENG.7.7.S3::application-and-reflection::330","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-330","familyIndex":330,"familyTitle":"ENG.7.7.S3 - application and reflection","questionIds":["tr-g07-ingilizce-q1317","tr-g07-ingilizce-q1318","tr-g07-ingilizce-q1319","tr-g07-ingilizce-q1320"]},{"cognitiveStructure":"Select evidence and language for ENG.7.7.S4.","familyDesignKey":"ENG.7.7.S4::theme-clue-and-selection::331","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-331","familyIndex":331,"familyTitle":"ENG.7.7.S4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q1321","tr-g07-ingilizce-q1322","tr-g07-ingilizce-q1323","tr-g07-ingilizce-q1324"]},{"cognitiveStructure":"Apply and reflect on ENG.7.7.S4 in 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context.","familyDesignKey":"ENG.7.2.S6::application-and-reflection::96","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-96","familyIndex":96,"familyTitle":"ENG.7.2.S6 - application and reflection","questionIds":["tr-g07-ingilizce-q0381","tr-g07-ingilizce-q0382","tr-g07-ingilizce-q0383","tr-g07-ingilizce-q0384"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L1.","familyDesignKey":"ENG.7.3.L1::theme-clue-and-selection::97","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-97","familyIndex":97,"familyTitle":"ENG.7.3.L1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0385","tr-g07-ingilizce-q0386","tr-g07-ingilizce-q0387","tr-g07-ingilizce-q0388"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L1 in context.","familyDesignKey":"ENG.7.3.L1::application-and-reflection::98","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-98","familyIndex":98,"familyTitle":"ENG.7.3.L1 - application and reflection","questionIds":["tr-g07-ingilizce-q0389","tr-g07-ingilizce-q0390","tr-g07-ingilizce-q0391","tr-g07-ingilizce-q0392"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L2.","familyDesignKey":"ENG.7.3.L2::theme-clue-and-selection::99","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-99","familyIndex":99,"familyTitle":"ENG.7.3.L2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0393","tr-g07-ingilizce-q0394","tr-g07-ingilizce-q0395","tr-g07-ingilizce-q0396"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L2 in context.","familyDesignKey":"ENG.7.3.L2::application-and-reflection::100","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-100","familyIndex":100,"familyTitle":"ENG.7.3.L2 - application and reflection","questionIds":["tr-g07-ingilizce-q0397","tr-g07-ingilizce-q0398","tr-g07-ingilizce-q0399","tr-g07-ingilizce-q0400"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L3.","familyDesignKey":"ENG.7.3.L3::theme-clue-and-selection::101","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-101","familyIndex":101,"familyTitle":"ENG.7.3.L3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0401","tr-g07-ingilizce-q0402","tr-g07-ingilizce-q0403","tr-g07-ingilizce-q0404"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L3 in context.","familyDesignKey":"ENG.7.3.L3::application-and-reflection::102","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-102","familyIndex":102,"familyTitle":"ENG.7.3.L3 - application and reflection","questionIds":["tr-g07-ingilizce-q0405","tr-g07-ingilizce-q0406","tr-g07-ingilizce-q0407","tr-g07-ingilizce-q0408"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.L4.","familyDesignKey":"ENG.7.3.L4::theme-clue-and-selection::103","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-103","familyIndex":103,"familyTitle":"ENG.7.3.L4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0409","tr-g07-ingilizce-q0410","tr-g07-ingilizce-q0411","tr-g07-ingilizce-q0412"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.L4 in context.","familyDesignKey":"ENG.7.3.L4::application-and-reflection::104","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-104","familyIndex":104,"familyTitle":"ENG.7.3.L4 - application and reflection","questionIds":["tr-g07-ingilizce-q0413","tr-g07-ingilizce-q0414","tr-g07-ingilizce-q0415","tr-g07-ingilizce-q0416"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.P1.","familyDesignKey":"ENG.7.3.P1::theme-clue-and-selection::105","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-105","familyIndex":105,"familyTitle":"ENG.7.3.P1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0417","tr-g07-ingilizce-q0418","tr-g07-ingilizce-q0419","tr-g07-ingilizce-q0420"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.P1 in context.","familyDesignKey":"ENG.7.3.P1::application-and-reflection::106","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-106","familyIndex":106,"familyTitle":"ENG.7.3.P1 - application and reflection","questionIds":["tr-g07-ingilizce-q0421","tr-g07-ingilizce-q0422","tr-g07-ingilizce-q0423","tr-g07-ingilizce-q0424"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R1.","familyDesignKey":"ENG.7.3.R1::theme-clue-and-selection::107","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-107","familyIndex":107,"familyTitle":"ENG.7.3.R1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0425","tr-g07-ingilizce-q0426","tr-g07-ingilizce-q0427","tr-g07-ingilizce-q0428"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R1 in context.","familyDesignKey":"ENG.7.3.R1::application-and-reflection::108","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-108","familyIndex":108,"familyTitle":"ENG.7.3.R1 - application and reflection","questionIds":["tr-g07-ingilizce-q0429","tr-g07-ingilizce-q0430","tr-g07-ingilizce-q0431","tr-g07-ingilizce-q0432"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R2.","familyDesignKey":"ENG.7.3.R2::theme-clue-and-selection::109","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-109","familyIndex":109,"familyTitle":"ENG.7.3.R2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0433","tr-g07-ingilizce-q0434","tr-g07-ingilizce-q0435","tr-g07-ingilizce-q0436"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R2 in context.","familyDesignKey":"ENG.7.3.R2::application-and-reflection::110","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-110","familyIndex":110,"familyTitle":"ENG.7.3.R2 - application and reflection","questionIds":["tr-g07-ingilizce-q0437","tr-g07-ingilizce-q0438","tr-g07-ingilizce-q0439","tr-g07-ingilizce-q0440"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R3.","familyDesignKey":"ENG.7.3.R3::theme-clue-and-selection::111","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-111","familyIndex":111,"familyTitle":"ENG.7.3.R3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0441","tr-g07-ingilizce-q0442","tr-g07-ingilizce-q0443","tr-g07-ingilizce-q0444"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R3 in context.","familyDesignKey":"ENG.7.3.R3::application-and-reflection::112","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-112","familyIndex":112,"familyTitle":"ENG.7.3.R3 - application and reflection","questionIds":["tr-g07-ingilizce-q0445","tr-g07-ingilizce-q0446","tr-g07-ingilizce-q0447","tr-g07-ingilizce-q0448"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.R4.","familyDesignKey":"ENG.7.3.R4::theme-clue-and-selection::113","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-113","familyIndex":113,"familyTitle":"ENG.7.3.R4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0449","tr-g07-ingilizce-q0450","tr-g07-ingilizce-q0451","tr-g07-ingilizce-q0452"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.R4 in context.","familyDesignKey":"ENG.7.3.R4::application-and-reflection::114","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-114","familyIndex":114,"familyTitle":"ENG.7.3.R4 - application and reflection","questionIds":["tr-g07-ingilizce-q0453","tr-g07-ingilizce-q0454","tr-g07-ingilizce-q0455","tr-g07-ingilizce-q0456"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.V1.","familyDesignKey":"ENG.7.3.V1::theme-clue-and-selection::115","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-115","familyIndex":115,"familyTitle":"ENG.7.3.V1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0457","tr-g07-ingilizce-q0458","tr-g07-ingilizce-q0459","tr-g07-ingilizce-q0460"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.V1 in context.","familyDesignKey":"ENG.7.3.V1::application-and-reflection::116","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-116","familyIndex":116,"familyTitle":"ENG.7.3.V1 - application and reflection","questionIds":["tr-g07-ingilizce-q0461","tr-g07-ingilizce-q0462","tr-g07-ingilizce-q0463","tr-g07-ingilizce-q0464"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.G1.","familyDesignKey":"ENG.7.3.G1::theme-clue-and-selection::117","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-117","familyIndex":117,"familyTitle":"ENG.7.3.G1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0465","tr-g07-ingilizce-q0466","tr-g07-ingilizce-q0467","tr-g07-ingilizce-q0468"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.G1 in context.","familyDesignKey":"ENG.7.3.G1::application-and-reflection::118","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-118","familyIndex":118,"familyTitle":"ENG.7.3.G1 - application and reflection","questionIds":["tr-g07-ingilizce-q0469","tr-g07-ingilizce-q0470","tr-g07-ingilizce-q0471","tr-g07-ingilizce-q0472"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W1.","familyDesignKey":"ENG.7.3.W1::theme-clue-and-selection::119","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-119","familyIndex":119,"familyTitle":"ENG.7.3.W1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0473","tr-g07-ingilizce-q0474","tr-g07-ingilizce-q0475","tr-g07-ingilizce-q0476"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W1 in context.","familyDesignKey":"ENG.7.3.W1::application-and-reflection::120","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-120","familyIndex":120,"familyTitle":"ENG.7.3.W1 - application and reflection","questionIds":["tr-g07-ingilizce-q0477","tr-g07-ingilizce-q0478","tr-g07-ingilizce-q0479","tr-g07-ingilizce-q0480"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W2.","familyDesignKey":"ENG.7.3.W2::theme-clue-and-selection::121","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-121","familyIndex":121,"familyTitle":"ENG.7.3.W2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0481","tr-g07-ingilizce-q0482","tr-g07-ingilizce-q0483","tr-g07-ingilizce-q0484"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W2 in context.","familyDesignKey":"ENG.7.3.W2::application-and-reflection::122","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-122","familyIndex":122,"familyTitle":"ENG.7.3.W2 - application and reflection","questionIds":["tr-g07-ingilizce-q0485","tr-g07-ingilizce-q0486","tr-g07-ingilizce-q0487","tr-g07-ingilizce-q0488"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W3.","familyDesignKey":"ENG.7.3.W3::theme-clue-and-selection::123","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-123","familyIndex":123,"familyTitle":"ENG.7.3.W3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0489","tr-g07-ingilizce-q0490","tr-g07-ingilizce-q0491","tr-g07-ingilizce-q0492"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W3 in context.","familyDesignKey":"ENG.7.3.W3::application-and-reflection::124","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-124","familyIndex":124,"familyTitle":"ENG.7.3.W3 - application and reflection","questionIds":["tr-g07-ingilizce-q0493","tr-g07-ingilizce-q0494","tr-g07-ingilizce-q0495","tr-g07-ingilizce-q0496"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W4.","familyDesignKey":"ENG.7.3.W4::theme-clue-and-selection::125","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-125","familyIndex":125,"familyTitle":"ENG.7.3.W4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0497","tr-g07-ingilizce-q0498","tr-g07-ingilizce-q0499","tr-g07-ingilizce-q0500"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W4 in context.","familyDesignKey":"ENG.7.3.W4::application-and-reflection::126","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-126","familyIndex":126,"familyTitle":"ENG.7.3.W4 - application and reflection","questionIds":["tr-g07-ingilizce-q0501","tr-g07-ingilizce-q0502","tr-g07-ingilizce-q0503","tr-g07-ingilizce-q0504"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W5.","familyDesignKey":"ENG.7.3.W5::theme-clue-and-selection::127","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-127","familyIndex":127,"familyTitle":"ENG.7.3.W5 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0505","tr-g07-ingilizce-q0506","tr-g07-ingilizce-q0507","tr-g07-ingilizce-q0508"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W5 in context.","familyDesignKey":"ENG.7.3.W5::application-and-reflection::128","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-128","familyIndex":128,"familyTitle":"ENG.7.3.W5 - application and reflection","questionIds":["tr-g07-ingilizce-q0509","tr-g07-ingilizce-q0510","tr-g07-ingilizce-q0511","tr-g07-ingilizce-q0512"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W6.","familyDesignKey":"ENG.7.3.W6::theme-clue-and-selection::129","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-129","familyIndex":129,"familyTitle":"ENG.7.3.W6 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0513","tr-g07-ingilizce-q0514","tr-g07-ingilizce-q0515","tr-g07-ingilizce-q0516"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W6 in context.","familyDesignKey":"ENG.7.3.W6::application-and-reflection::130","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-130","familyIndex":130,"familyTitle":"ENG.7.3.W6 - application and reflection","questionIds":["tr-g07-ingilizce-q0517","tr-g07-ingilizce-q0518","tr-g07-ingilizce-q0519","tr-g07-ingilizce-q0520"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.W7.","familyDesignKey":"ENG.7.3.W7::theme-clue-and-selection::131","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-131","familyIndex":131,"familyTitle":"ENG.7.3.W7 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0521","tr-g07-ingilizce-q0522","tr-g07-ingilizce-q0523","tr-g07-ingilizce-q0524"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.W7 in context.","familyDesignKey":"ENG.7.3.W7::application-and-reflection::132","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-132","familyIndex":132,"familyTitle":"ENG.7.3.W7 - application and reflection","questionIds":["tr-g07-ingilizce-q0525","tr-g07-ingilizce-q0526","tr-g07-ingilizce-q0527","tr-g07-ingilizce-q0528"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S1.","familyDesignKey":"ENG.7.3.S1::theme-clue-and-selection::133","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-133","familyIndex":133,"familyTitle":"ENG.7.3.S1 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0529","tr-g07-ingilizce-q0530","tr-g07-ingilizce-q0531","tr-g07-ingilizce-q0532"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S1 in context.","familyDesignKey":"ENG.7.3.S1::application-and-reflection::134","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-134","familyIndex":134,"familyTitle":"ENG.7.3.S1 - application and reflection","questionIds":["tr-g07-ingilizce-q0533","tr-g07-ingilizce-q0534","tr-g07-ingilizce-q0535","tr-g07-ingilizce-q0536"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S2.","familyDesignKey":"ENG.7.3.S2::theme-clue-and-selection::135","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-135","familyIndex":135,"familyTitle":"ENG.7.3.S2 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0537","tr-g07-ingilizce-q0538","tr-g07-ingilizce-q0539","tr-g07-ingilizce-q0540"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S2 in context.","familyDesignKey":"ENG.7.3.S2::application-and-reflection::136","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-136","familyIndex":136,"familyTitle":"ENG.7.3.S2 - application and reflection","questionIds":["tr-g07-ingilizce-q0541","tr-g07-ingilizce-q0542","tr-g07-ingilizce-q0543","tr-g07-ingilizce-q0544"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S3.","familyDesignKey":"ENG.7.3.S3::theme-clue-and-selection::137","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-137","familyIndex":137,"familyTitle":"ENG.7.3.S3 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0545","tr-g07-ingilizce-q0546","tr-g07-ingilizce-q0547","tr-g07-ingilizce-q0548"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S3 in context.","familyDesignKey":"ENG.7.3.S3::application-and-reflection::138","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-138","familyIndex":138,"familyTitle":"ENG.7.3.S3 - application and reflection","questionIds":["tr-g07-ingilizce-q0549","tr-g07-ingilizce-q0550","tr-g07-ingilizce-q0551","tr-g07-ingilizce-q0552"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S4.","familyDesignKey":"ENG.7.3.S4::theme-clue-and-selection::139","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-139","familyIndex":139,"familyTitle":"ENG.7.3.S4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0553","tr-g07-ingilizce-q0554","tr-g07-ingilizce-q0555","tr-g07-ingilizce-q0556"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S4 in context.","familyDesignKey":"ENG.7.3.S4::application-and-reflection::140","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-140","familyIndex":140,"familyTitle":"ENG.7.3.S4 - application and reflection","questionIds":["tr-g07-ingilizce-q0557","tr-g07-ingilizce-q0558","tr-g07-ingilizce-q0559","tr-g07-ingilizce-q0560"]},{"cognitiveStructure":"Select evidence and language for ENG.7.3.S5.","familyDesignKey":"ENG.7.3.S5::theme-clue-and-selection::141","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-141","familyIndex":141,"familyTitle":"ENG.7.3.S5 - theme clue and selection","questionIds":["tr-g07-ingilizce-q0561","tr-g07-ingilizce-q0562","tr-g07-ingilizce-q0563","tr-g07-ingilizce-q0564"]},{"cognitiveStructure":"Apply and reflect on ENG.7.3.S5 in 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context.","familyDesignKey":"ENG.7.7.S3::application-and-reflection::330","familyFocus":"application-and-reflection","familyId":"tr-g07-ingilizce-family-330","familyIndex":330,"familyTitle":"ENG.7.7.S3 - application and reflection","questionIds":["tr-g07-ingilizce-q1317","tr-g07-ingilizce-q1318","tr-g07-ingilizce-q1319","tr-g07-ingilizce-q1320"]},{"cognitiveStructure":"Select evidence and language for ENG.7.7.S4.","familyDesignKey":"ENG.7.7.S4::theme-clue-and-selection::331","familyFocus":"theme-clue-and-selection","familyId":"tr-g07-ingilizce-family-331","familyIndex":331,"familyTitle":"ENG.7.7.S4 - theme clue and selection","questionIds":["tr-g07-ingilizce-q1321","tr-g07-ingilizce-q1322","tr-g07-ingilizce-q1323","tr-g07-ingilizce-q1324"]},{"cognitiveStructure":"Apply and reflect on ENG.7.7.S4 in 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{"body":"You will learn to select and use grammar from context in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Green School Fair. Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Sports Team Notice. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.1.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.G1 develops the ability to select and use grammar from context in the context of school life & education. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Green School Fair. Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Sports Team Notice. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.G1 develops the ability to select and use grammar from context in the context of school life & education. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Green School Fair. Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Green School Fair. Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Sports Team Notice. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Sports Team Notice. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"3347f006084773d501c63f68e15d09d31776db3f32784cc64f2c4f4a687bd362","reviewDecisionSha256":"be6b9157812f46e2f96a18d3a5ae8fc27dbef76c03a88635762ffed0fb3e9b7e","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:3347f006084773d501c63f68e15d09d31776db3f32784cc64f2c4f4a687bd362","reviewedHash":"sha256:3347f006084773d501c63f68e15d09d31776db3f32784cc64f2c4f4a687bd362","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:be6b9157812f46e2f96a18d3a5ae8fc27dbef76c03a88635762ffed0fb3e9b7e; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-g1","contentProjectionSha256":"3347f006084773d501c63f68e15d09d31776db3f32784cc64f2c4f4a687bd362","reviewDecisionSha256":"be6b9157812f46e2f96a18d3a5ae8fc27dbef76c03a88635762ffed0fb3e9b7e","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.1.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.L1 develops the ability to prepare for listening and make predictions in the context of school life & education. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.L1 develops the ability to prepare for listening and make predictions in the context of school life & education. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-l1","noteKey":"tr-g07-ingilizce-note-eng-7-1-l1","objective":"Students can prepare for listening and make predictions in the context of school life & education","objectiveCode":"ENG.7.1.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","objectiveCode":"ENG.7.1.L1","objectiveText":"Students can prepare for listening and make predictions in the context of school life & education","pdfPageIndex":722,"printedPageNumber":723,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","objectiveId":"ENG.7.1.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of school life & education","objectiveTitle":"Students can prepare for listening and make predictions in the context of school life & education","objectives":["ENG.7.1.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-l1-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-l1","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can prepare for listening and make predictions in the context of school life & education","topic":"Students can prepare for listening and make predictions in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-l1","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the audio titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the audio titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"e7bd5d63df244389e92ff4644bdc7d1f1d9aeea1c10457290a86b2a9c50cf86c","reviewDecisionSha256":"fe80907118cd2a3195ed44f2f29447f15222e6951b4e6d99677050bb239569d3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:e7bd5d63df244389e92ff4644bdc7d1f1d9aeea1c10457290a86b2a9c50cf86c","reviewedHash":"sha256:e7bd5d63df244389e92ff4644bdc7d1f1d9aeea1c10457290a86b2a9c50cf86c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:fe80907118cd2a3195ed44f2f29447f15222e6951b4e6d99677050bb239569d3; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-l1","contentProjectionSha256":"e7bd5d63df244389e92ff4644bdc7d1f1d9aeea1c10457290a86b2a9c50cf86c","reviewDecisionSha256":"fe80907118cd2a3195ed44f2f29447f15222e6951b4e6d99677050bb239569d3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to identify the listening topic and key details in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: listen for signal words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.1.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.L2 develops the ability to identify the listening topic and key details in the context of school life & education. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: listen for signal words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.L2 develops the ability to identify the listening topic and key details in the context of school life & education. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-l2","noteKey":"tr-g07-ingilizce-note-eng-7-1-l2","objective":"Students can identify the listening topic and key details in the context of school life & education","objectiveCode":"ENG.7.1.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","objectiveCode":"ENG.7.1.L2","objectiveText":"Students can identify the listening topic and key details in the context of school life & education","pdfPageIndex":722,"printedPageNumber":723,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","objectiveId":"ENG.7.1.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of school life & education","objectiveTitle":"Students can identify the listening topic and key details in the context of school life & education","objectives":["ENG.7.1.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-723","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-l2-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-l2","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can identify the listening topic and key details in the context of school life & education","topic":"Students can identify the listening topic and key details in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-l2","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: listen for signal words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: listen for signal words, then check the full sentence. Solution: note 'small gym at 16:10'. 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{"body":"You will learn to classify, compare and infer meaning while listening in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Solution: classify it as eco club meeting and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. Solution: identify the shared topic as basketball schedule change, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.1.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.L3 develops the ability to classify, compare and infer meaning while listening in the context of school life & education. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.L3 develops the ability to classify, compare and infer meaning while listening in the context of school life & education. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share listening experiences in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.1.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.L4 develops the ability to reflect on and share listening experiences in the context of school life & education. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.L4 develops the ability to reflect on and share listening experiences in the context of school life & education. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail '14:40 on Tuesday'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'small gym at 16:10'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.1.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of school life & education. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail '14:40 on Tuesday'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'small gym at 16:10'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of school life & education. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'small gym at 16:10'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. 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{"body":"You will learn to prepare for reading and predict content in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.1.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.R1 develops the ability to prepare for reading and predict content in the context of school life & education. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Green School Fair', predict that it may explain eco club meeting. Solution: keep the prediction provisional, then use the source 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.R1 develops the ability to prepare for reading and predict content in the context of school life & education. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Members bring one reusable bottle and present a recycling idea.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Sports Team Notice'. Solution: replace that guess with a prediction about basketball schedule change, then verify it against 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. 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{"body":"You will learn to skim, scan and read for detail in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.1.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.R2 develops the ability to skim, scan and read for detail in the context of school life & education. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Task: find one exact supporting detail. Solution: record '14:40 on Tuesday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.R2 develops the ability to skim, scan and read for detail in the context of school life & education. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-r2","noteKey":"tr-g07-ingilizce-note-eng-7-1-r2","objective":"Students can skim, scan and read for detail in the context of school life & education","objectiveCode":"ENG.7.1.R2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","objectiveCode":"ENG.7.1.R2","objectiveText":"Students can skim, scan and read for detail in the context of school life & education","pdfPageIndex":724,"printedPageNumber":725,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","objectiveId":"ENG.7.1.R2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can skim, scan and read for detail in the context of school life & education","objectiveTitle":"Students can skim, scan and read for detail in the context of school life & education","objectives":["ENG.7.1.R2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.R2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-r2-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-r2","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-r2-kapsam","subtopicTitle":"Students can skim, scan and read for detail in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can skim, scan and read for detail in the context of school life & education","topic":"Students can skim, scan and read for detail in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-r2","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'small gym at 16:10'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"9e2c5eae6daeb98fcc2cae8240b45a427bf5f5dfdf941bbeac6395b87dcd873f","reviewDecisionSha256":"d865eb6eff0c674090b578f4014ed2b48eeb4e7beb6eccc627c8a3dfc29d5929","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:9e2c5eae6daeb98fcc2cae8240b45a427bf5f5dfdf941bbeac6395b87dcd873f","reviewedHash":"sha256:9e2c5eae6daeb98fcc2cae8240b45a427bf5f5dfdf941bbeac6395b87dcd873f","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d865eb6eff0c674090b578f4014ed2b48eeb4e7beb6eccc627c8a3dfc29d5929; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-r2","contentProjectionSha256":"9e2c5eae6daeb98fcc2cae8240b45a427bf5f5dfdf941bbeac6395b87dcd873f","reviewDecisionSha256":"d865eb6eff0c674090b578f4014ed2b48eeb4e7beb6eccc627c8a3dfc29d5929","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while reading in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Solution: classify it as eco club meeting and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. Solution: identify the shared topic as basketball schedule change, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.1.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.R3 develops the ability to classify, compare and infer meaning while reading in the context of school life & education. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.' Solution: classify it as eco club meeting and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. Solution: identify the shared topic as basketball schedule change, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.R3 develops the ability to classify, compare and infer meaning while reading in the context of school life & education. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. Solution: identify the shared topic as basketball schedule change, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.'. Solution: identify the shared topic as basketball schedule change, then state which action or condition differs. 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{"body":"You will learn to reflect on and share reading experiences in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.1.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.R4 develops the ability to reflect on and share reading experiences in the context of school life & education. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of school life & education through age-appropriate sources about eco club meeting. 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Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.R4 develops the ability to reflect on and share reading experiences in the context of school life & education. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.1.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S1 develops the ability to prepare and plan before speaking in the context of school life & education. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of school life & education through age-appropriate sources about eco club meeting. 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Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.S1 develops the ability to prepare and plan before speaking in the context of school life & education. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-s1","noteKey":"tr-g07-ingilizce-note-eng-7-1-s1","objective":"Students can prepare and plan before speaking in the context of school life & education","objectiveCode":"ENG.7.1.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveCode":"ENG.7.1.S1","objectiveText":"Students can prepare and plan before speaking in the context of school life & education","pdfPageIndex":727,"printedPageNumber":728,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveId":"ENG.7.1.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of school life & education","objectiveTitle":"Students can prepare and plan before speaking in the context of school life & education","objectives":["ENG.7.1.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s1-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s1","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can prepare and plan before speaking in the context of school life & education","topic":"Students can prepare and plan before speaking in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s1","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.1.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S2 develops the ability to organise ideas for speaking in the context of school life & education. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.1.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S3 develops the ability to produce clear spoken language in the context of school life & education. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. 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{"body":"You will learn to use interaction strategies in conversation in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.1.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S4 develops the ability to use interaction strategies in conversation in the context of school life & education. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.S4 develops the ability to use interaction strategies in conversation in the context of school life & education. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-s4","noteKey":"tr-g07-ingilizce-note-eng-7-1-s4","objective":"Students can use interaction strategies in conversation in the context of school life & education","objectiveCode":"ENG.7.1.S4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveCode":"ENG.7.1.S4","objectiveText":"Students can use interaction strategies in conversation in the context of school life & education","pdfPageIndex":728,"printedPageNumber":729,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use interaction strategies in conversation."},{"component":"b","text":"Learners apply the S4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveId":"ENG.7.1.S4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use interaction strategies in conversation in the context of school life & education","objectiveTitle":"Students can use interaction strategies in conversation in the context of school life & education","objectives":["ENG.7.1.S4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.S4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s4-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s4","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use interaction strategies in conversation."},{"component":"b","text":"Learners apply the S4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s4-kapsam","subtopicTitle":"Students can use interaction strategies in conversation in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can use interaction strategies in conversation in the context of school life & education","topic":"Students can use interaction strategies in conversation in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s4","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.","solution":"Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. 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{"body":"You will learn to monitor and improve spoken language in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.1.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S5 develops the ability to monitor and improve spoken language in the context of school life & education. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Green School Fair'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.S5 develops the ability to monitor and improve spoken language in the context of school life & education. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-s5","noteKey":"tr-g07-ingilizce-note-eng-7-1-s5","objective":"Students can monitor and improve spoken language in the context of school life & education","objectiveCode":"ENG.7.1.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveCode":"ENG.7.1.S5","objectiveText":"Students can monitor and improve spoken language in the context of school life & education","pdfPageIndex":728,"printedPageNumber":729,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveId":"ENG.7.1.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of school life & education","objectiveTitle":"Students can monitor and improve spoken language in the context of school life & education","objectives":["ENG.7.1.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s5-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s5","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can monitor and improve spoken language in the context of school life & education","topic":"Students can monitor and improve spoken language in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s5","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Include the verified point '14:40 on Tuesday', make its relationship to eco club meeting explicit, and close with the action the audience should remember."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'small gym at 16:10' remains audible and accurate.","solution":"Worked example 2 — A first attempt about 'Sports Team Notice' is vague and the listener asks what 'practice' refers to. 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{"body":"You will learn to reflect on and share the speaking process in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.1.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.S6 develops the ability to reflect on and share the speaking process in the context of school life & education. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.S6 develops the ability to reflect on and share the speaking process in the context of school life & education. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-s6","noteKey":"tr-g07-ingilizce-note-eng-7-1-s6","objective":"Students can reflect on and share the speaking process in the context of school life & education","objectiveCode":"ENG.7.1.S6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveCode":"ENG.7.1.S6","objectiveText":"Students can reflect on and share the speaking process in the context of school life & education","pdfPageIndex":728,"printedPageNumber":729,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","objectiveId":"ENG.7.1.S6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the speaking process in the context of school life & education","objectiveTitle":"Students can reflect on and share the speaking process in the context of school life & education","objectives":["ENG.7.1.S6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.S6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-729","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s6-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s6","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-s6-kapsam","subtopicTitle":"Students can reflect on and share the speaking process in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can reflect on and share the speaking process in the context of school life & education","topic":"Students can reflect on and share the speaking process in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-s6","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"1162a4c1ddd1aaa76205ae6726e94062200660a4e48067c68809f54ef72ab131","reviewDecisionSha256":"f9f5a6a599ffdeb5f0c41af6c8493b6de9325c9c721cca8cd84476a50ba6adcc","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:1162a4c1ddd1aaa76205ae6726e94062200660a4e48067c68809f54ef72ab131","reviewedHash":"sha256:1162a4c1ddd1aaa76205ae6726e94062200660a4e48067c68809f54ef72ab131","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:f9f5a6a599ffdeb5f0c41af6c8493b6de9325c9c721cca8cd84476a50ba6adcc; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-s6","contentProjectionSha256":"1162a4c1ddd1aaa76205ae6726e94062200660a4e48067c68809f54ef72ab131","reviewDecisionSha256":"f9f5a6a599ffdeb5f0c41af6c8493b6de9325c9c721cca8cd84476a50ba6adcc","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.', infer the contextual meaning of 'reusable'. Solution: connect it with eco club meeting and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.', a learner selects an unrelated meaning for 'practice'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with basketball schedule change, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.1.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.V1 develops the ability to select and use vocabulary from context in the context of school life & education. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.', infer the contextual meaning of 'reusable'. Solution: connect it with eco club meeting and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.', a learner selects an unrelated meaning for 'practice'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with basketball schedule change, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.V1 develops the ability to select and use vocabulary from context in the context of school life & education. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-v1","noteKey":"tr-g07-ingilizce-note-eng-7-1-v1","objective":"Students can select and use vocabulary from context in the context of school life & education","objectiveCode":"ENG.7.1.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","objectiveCode":"ENG.7.1.V1","objectiveText":"Students can select and use vocabulary from context in the context of school life & education","pdfPageIndex":724,"printedPageNumber":725,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","objectiveId":"ENG.7.1.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of school life & education","objectiveTitle":"Students can select and use vocabulary from context in the context of school life & education","objectives":["ENG.7.1.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-725","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-v1-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-v1","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can select and use vocabulary from context in the context of school life & education","topic":"Students can select and use vocabulary from context in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-v1","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.', infer the contextual meaning of 'reusable'. Solution: connect it with eco club meeting and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'The eco club meets beside the library at 14:40 on Tuesday. Members bring one reusable bottle and present a recycling idea.', infer the contextual meaning of 'reusable'. Solution: connect it with eco club meeting and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.', a learner selects an unrelated meaning for 'practice'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with basketball schedule change, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'Basketball practice moves to the small gym on Friday because the main hall hosts a concert. Players arrive at 16:10 with indoor shoes.', a learner selects an unrelated meaning for 'practice'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with basketball schedule change, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"329d182e03b52e30075b406b9cde1f5fb1c7d4b645f81a81dcc1271b62bbb71f","reviewDecisionSha256":"0e803d5c01b9d436b451c53cd3157f6c2d22373f8de619712f357a1c3f2e6c3f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:329d182e03b52e30075b406b9cde1f5fb1c7d4b645f81a81dcc1271b62bbb71f","reviewedHash":"sha256:329d182e03b52e30075b406b9cde1f5fb1c7d4b645f81a81dcc1271b62bbb71f","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:0e803d5c01b9d436b451c53cd3157f6c2d22373f8de619712f357a1c3f2e6c3f; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-v1","contentProjectionSha256":"329d182e03b52e30075b406b9cde1f5fb1c7d4b645f81a81dcc1271b62bbb71f","reviewDecisionSha256":"0e803d5c01b9d436b451c53cd3157f6c2d22373f8de619712f357a1c3f2e6c3f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.1.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W1 develops the ability to prepare and plan before writing in the context of school life & education. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W1 develops the ability to prepare and plan before writing in the context of school life & education. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-w1","noteKey":"tr-g07-ingilizce-note-eng-7-1-w1","objective":"Students can prepare and plan before writing in the context of school life & education","objectiveCode":"ENG.7.1.W1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveCode":"ENG.7.1.W1","objectiveText":"Students can prepare and plan before writing in the context of school life & education","pdfPageIndex":726,"printedPageNumber":727,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveId":"ENG.7.1.W1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before writing in the context of school life & education","objectiveTitle":"Students can prepare and plan before writing in the context of school life & education","objectives":["ENG.7.1.W1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.W1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w1-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w1","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w1-kapsam","subtopicTitle":"Students can prepare and plan before writing in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can prepare and plan before writing in the context of school life & education","topic":"Students can prepare and plan before writing in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w1","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. 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{"body":"You will learn to organise ideas for writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.1.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W2 develops the ability to organise ideas for writing in the context of school life & education. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W2 develops the ability to organise ideas for writing in the context of school life & education. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-w2","noteKey":"tr-g07-ingilizce-note-eng-7-1-w2","objective":"Students can organise ideas for writing in the context of school life & education","objectiveCode":"ENG.7.1.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveCode":"ENG.7.1.W2","objectiveText":"Students can organise ideas for writing in the context of school life & education","pdfPageIndex":726,"printedPageNumber":727,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveId":"ENG.7.1.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of school life & education","objectiveTitle":"Students can organise ideas for writing in the context of school life & education","objectives":["ENG.7.1.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w2-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w2","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can organise ideas for writing in the context of school life & education","topic":"Students can organise ideas for writing in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w2","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. 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{"body":"You will learn to draft a clear written text in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.1.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W3 develops the ability to draft a clear written text in the context of school life & education. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W3 develops the ability to draft a clear written text in the context of school life & education. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. 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{"body":"You will learn to use vocabulary accurately in writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.1.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W4 develops the ability to use vocabulary accurately in writing in the context of school life & education. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W4 develops the ability to use vocabulary accurately in writing in the context of school life & education. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-w4","noteKey":"tr-g07-ingilizce-note-eng-7-1-w4","objective":"Students can use vocabulary accurately in writing in the context of school life & education","objectiveCode":"ENG.7.1.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveCode":"ENG.7.1.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of school life & education","pdfPageIndex":726,"printedPageNumber":727,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","objectiveId":"ENG.7.1.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of school life & education","objectiveTitle":"Students can use vocabulary accurately in writing in the context of school life & education","objectives":["ENG.7.1.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-727","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w4-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w4","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can use vocabulary accurately in writing in the context of school life & education","topic":"Students can use vocabulary accurately in writing in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w4","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use grammar and mechanics accurately in writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.1.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W5 develops the ability to use grammar and mechanics accurately in writing in the context of school life & education. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W5 develops the ability to use grammar and mechanics accurately in writing in the context of school life & education. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. 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{"body":"You will learn to revise and edit written work in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.1.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W6 develops the ability to revise and edit written work in the context of school life & education. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W6 develops the ability to revise and edit written work in the context of school life & education. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-w6","noteKey":"tr-g07-ingilizce-note-eng-7-1-w6","objective":"Students can revise and edit written work in the context of school life & education","objectiveCode":"ENG.7.1.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveCode":"ENG.7.1.W6","objectiveText":"Students can revise and edit written work in the context of school life & education","pdfPageIndex":727,"printedPageNumber":728,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveId":"ENG.7.1.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of school life & education","objectiveTitle":"Students can revise and edit written work in the context of school life & education","objectives":["ENG.7.1.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w6-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w6","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can revise and edit written work in the context of school life & education","topic":"Students can revise and edit written work in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w6","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Green School Fair'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail '14:40 on Tuesday', organise it for the intended reader, and check that every sentence supports eco club meeting rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Sports Team Notice': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'practice', restore 'small gym at 16:10', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"6187bf84f2381770343492e3b34fc229a7a5f3188cc01e6af8f75575283c97ba","reviewDecisionSha256":"ba0c3e06f84a55265ec77772ffeab01e72ff8aa1d58289370d261757219a4de4","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:6187bf84f2381770343492e3b34fc229a7a5f3188cc01e6af8f75575283c97ba","reviewedHash":"sha256:6187bf84f2381770343492e3b34fc229a7a5f3188cc01e6af8f75575283c97ba","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:ba0c3e06f84a55265ec77772ffeab01e72ff8aa1d58289370d261757219a4de4; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-w6","contentProjectionSha256":"6187bf84f2381770343492e3b34fc229a7a5f3188cc01e6af8f75575283c97ba","reviewDecisionSha256":"ba0c3e06f84a55265ec77772ffeab01e72ff8aa1d58289370d261757219a4de4","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.1.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.1.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.1.W7 develops the ability to reflect on and share the writing process in the context of school life & education. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-1-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of school life & education through age-appropriate sources about eco club meeting. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.1.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.1.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.1.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.1.W7 develops the ability to reflect on and share the writing process in the context of school life & education. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-1-w7","noteKey":"tr-g07-ingilizce-note-eng-7-1-w7","objective":"Students can reflect on and share the writing process in the context of school life & education","objectiveCode":"ENG.7.1.W7","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveCode":"ENG.7.1.W7","objectiveText":"Students can reflect on and share the writing process in the context of school life & education","pdfPageIndex":727,"printedPageNumber":728,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","objectiveId":"ENG.7.1.W7","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the writing process in the context of school life & education","objectiveTitle":"Students can reflect on and share the writing process in the context of school life & education","objectives":["ENG.7.1.W7"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.1.W7","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-728","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w7-kapsam","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w7","unitKey":"tr-g07-ingilizce-unit01-school-life-education"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.1.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u01-eng-7-1-w7-kapsam","subtopicTitle":"Students can reflect on and share the writing process in the context of school life & education","themeKey":"tr-g07-ingilizce-u01-school-life-education","themeTitle":"School Life & Education","title":"Students can reflect on and share the writing process in the context of school life & education","topic":"Students can reflect on and share the writing process in the context of school life & education","topicKey":"tr-g07-ingilizce-u01-eng-7-1-w7","type":"note","unitKey":"tr-g07-ingilizce-unit01-school-life-education","unitNumber":1,"unitTitle":"SCHOOL LIFE & EDUCATION","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Green School Fair', write: 'I identified eco club meeting and verified 14:40 on Tuesday, but I need to check the section containing reusable once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Sports Team Notice task I used small gym at 16:10 accurately, but my explanation of practice was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"e7c108e0b6224f4b812d8619d66e920f30a55e293de0c7ab9e5ff64d9b2f5787","reviewDecisionSha256":"ff217c96bd78b49c537ea834e612e041dfad2ed840bddd7f16e85d7c4384e7ca","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:e7c108e0b6224f4b812d8619d66e920f30a55e293de0c7ab9e5ff64d9b2f5787","reviewedHash":"sha256:e7c108e0b6224f4b812d8619d66e920f30a55e293de0c7ab9e5ff64d9b2f5787","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:ff217c96bd78b49c537ea834e612e041dfad2ed840bddd7f16e85d7c4384e7ca; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-1-w7","contentProjectionSha256":"e7c108e0b6224f4b812d8619d66e920f30a55e293de0c7ab9e5ff64d9b2f5787","reviewDecisionSha256":"ff217c96bd78b49c537ea834e612e041dfad2ed840bddd7f16e85d7c4384e7ca","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Testing Paper Strength. Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Peer Feedback Routine. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.2.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.G1 develops the ability to select and use grammar from context in the context of classroom life & learning. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Testing Paper Strength. Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Peer Feedback Routine. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.G1 develops the ability to select and use grammar from context in the context of classroom life & learning. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-g1","noteKey":"tr-g07-ingilizce-note-eng-7-2-g1","objective":"Students can select and use grammar from context in the context of classroom life & learning","objectiveCode":"ENG.7.2.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-750","objectiveCode":"ENG.7.2.G1","objectiveText":"Students can select and use grammar from context in the context of classroom life & learning","pdfPageIndex":749,"printedPageNumber":750,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-750","objectiveId":"ENG.7.2.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of classroom life & learning","objectiveTitle":"Students can select and use grammar from context in the context of classroom life & learning","objectives":["ENG.7.2.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-750","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-g1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-g1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can select and use grammar from context in the context of classroom life & learning","topic":"Students can select and use grammar from context in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-g1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Testing Paper Strength. Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Testing Paper Strength. Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Peer Feedback Routine. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Peer Feedback Routine. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"be4e5fa735685ef5b98eb4b6c7717fd5bfcd79d224a848d8243bd9e2d3dfc9f4","reviewDecisionSha256":"a7583d37ce9b855da8db3e04c1c7328d73f01bef57a15e9c89614b7aea507a29","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:be4e5fa735685ef5b98eb4b6c7717fd5bfcd79d224a848d8243bd9e2d3dfc9f4","reviewedHash":"sha256:be4e5fa735685ef5b98eb4b6c7717fd5bfcd79d224a848d8243bd9e2d3dfc9f4","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:a7583d37ce9b855da8db3e04c1c7328d73f01bef57a15e9c89614b7aea507a29; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-g1","contentProjectionSha256":"be4e5fa735685ef5b98eb4b6c7717fd5bfcd79d224a848d8243bd9e2d3dfc9f4","reviewDecisionSha256":"a7583d37ce9b855da8db3e04c1c7328d73f01bef57a15e9c89614b7aea507a29","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.2.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.L1 develops the ability to prepare for listening and make predictions in the context of classroom life & learning. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.L1 develops the ability to prepare for listening and make predictions in the context of classroom life & learning. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-l1","noteKey":"tr-g07-ingilizce-note-eng-7-2-l1","objective":"Students can prepare for listening and make predictions in the context of classroom life & learning","objectiveCode":"ENG.7.2.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","objectiveCode":"ENG.7.2.L1","objectiveText":"Students can prepare for listening and make predictions in the context of classroom life & learning","pdfPageIndex":746,"printedPageNumber":747,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","objectiveId":"ENG.7.2.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of classroom life & learning","objectiveTitle":"Students can prepare for listening and make predictions in the context of classroom life & learning","objectives":["ENG.7.2.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-l1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-l1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can prepare for listening and make predictions in the context of classroom life & learning","topic":"Students can prepare for listening and make predictions in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-l1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the audio titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the audio titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. 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{"body":"You will learn to identify the listening topic and key details in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: listen for signal words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.2.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.L2 develops the ability to identify the listening topic and key details in the context of classroom life & learning. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: listen for signal words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.L2 develops the ability to identify the listening topic and key details in the context of classroom life & learning. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-l2","noteKey":"tr-g07-ingilizce-note-eng-7-2-l2","objective":"Students can identify the listening topic and key details in the context of classroom life & learning","objectiveCode":"ENG.7.2.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","objectiveCode":"ENG.7.2.L2","objectiveText":"Students can identify the listening topic and key details in the context of classroom life & learning","pdfPageIndex":746,"printedPageNumber":747,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","objectiveId":"ENG.7.2.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of classroom life & learning","objectiveTitle":"Students can identify the listening topic and key details in the context of classroom life & learning","objectives":["ENG.7.2.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-747","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-l2-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-l2","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can identify the listening topic and key details in the context of classroom life & learning","topic":"Students can identify the listening topic and key details in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-l2","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: listen for signal words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: listen for signal words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"71e9c584a3815fd59455bc79ceb5f8644f9bc08c225878d57e898a9ff437d5ee","reviewDecisionSha256":"65858c6594cf2771f6f0c9c251291238f088605406778d18c3d8e890f1131074","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:71e9c584a3815fd59455bc79ceb5f8644f9bc08c225878d57e898a9ff437d5ee","reviewedHash":"sha256:71e9c584a3815fd59455bc79ceb5f8644f9bc08c225878d57e898a9ff437d5ee","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:65858c6594cf2771f6f0c9c251291238f088605406778d18c3d8e890f1131074; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-l2","contentProjectionSha256":"71e9c584a3815fd59455bc79ceb5f8644f9bc08c225878d57e898a9ff437d5ee","reviewDecisionSha256":"65858c6594cf2771f6f0c9c251291238f088605406778d18c3d8e890f1131074","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Solution: classify it as a controlled classroom test and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.2.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.L3 develops the ability to classify, compare and infer meaning while listening in the context of classroom life & learning. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Solution: classify it as a controlled classroom test and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.L3 develops the ability to classify, compare and infer meaning while listening in the context of classroom life & learning. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. 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{"body":"You will learn to reflect on and share listening experiences in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.2.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.L4 develops the ability to reflect on and share listening experiences in the context of classroom life & learning. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.L4 develops the ability to reflect on and share listening experiences in the context of classroom life & learning. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the listening task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the listening task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"b416463b763101cf0b40dea2ca08229142c0b7bc218c88fa629147050082f9bf","reviewDecisionSha256":"255e45e410bc16d63299ec3e8cda06792c1fa6df94278a8f2339744f33c32c50","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:b416463b763101cf0b40dea2ca08229142c0b7bc218c88fa629147050082f9bf","reviewedHash":"sha256:b416463b763101cf0b40dea2ca08229142c0b7bc218c88fa629147050082f9bf","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:255e45e410bc16d63299ec3e8cda06792c1fa6df94278a8f2339744f33c32c50; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-l4","contentProjectionSha256":"b416463b763101cf0b40dea2ca08229142c0b7bc218c88fa629147050082f9bf","reviewDecisionSha256":"255e45e410bc16d63299ec3e8cda06792c1fa6df94278a8f2339744f33c32c50","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'every test is repeated twice'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'suggest one reader question'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.2.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of classroom life & learning. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'every test is repeated twice'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'suggest one reader question'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of classroom life & learning. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-p1","noteKey":"tr-g07-ingilizce-note-eng-7-2-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","objectiveCode":"ENG.7.2.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","objectiveCode":"ENG.7.2.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","pdfPageIndex":747,"printedPageNumber":748,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","objectiveId":"ENG.7.2.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","objectives":["ENG.7.2.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-p1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-p1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","topic":"Students can use pronunciation, stress and intonation accurately in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-p1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Read the detail 'every test is repeated twice'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","solution":"Worked example 1 — Read the detail 'every test is repeated twice'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner stresses only articles in 'suggest one reader question'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'suggest one reader question'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. 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{"body":"You will learn to prepare for reading and predict content in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.2.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.R1 develops the ability to prepare for reading and predict content in the context of classroom life & learning. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.R1 develops the ability to prepare for reading and predict content in the context of classroom life & learning. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-r1","noteKey":"tr-g07-ingilizce-note-eng-7-2-r1","objective":"Students can prepare for reading and predict content in the context of classroom life & learning","objectiveCode":"ENG.7.2.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","objectiveCode":"ENG.7.2.R1","objectiveText":"Students can prepare for reading and predict content in the context of classroom life & learning","pdfPageIndex":747,"printedPageNumber":748,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","objectiveId":"ENG.7.2.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of classroom life & learning","objectiveTitle":"Students can prepare for reading and predict content in the context of classroom life & learning","objectives":["ENG.7.2.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-748","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can prepare for reading and predict content in the context of classroom life & learning","topic":"Students can prepare for reading and predict content in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Testing Paper Strength', predict that it may explain a controlled classroom test. Solution: keep the prediction provisional, then use the source 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Peer Feedback Routine'. Solution: replace that guess with a prediction about peer review steps, then verify it against 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"c15e681f8b9edecb6be0ded76a2bab053691de522f8f675912e470384ab1c6d3","reviewDecisionSha256":"33cf152bea19e64a54b374f7c67a60e972686b7f6f9712b7b73e5b6d632e2ed5","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:c15e681f8b9edecb6be0ded76a2bab053691de522f8f675912e470384ab1c6d3","reviewedHash":"sha256:c15e681f8b9edecb6be0ded76a2bab053691de522f8f675912e470384ab1c6d3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:33cf152bea19e64a54b374f7c67a60e972686b7f6f9712b7b73e5b6d632e2ed5; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-r1","contentProjectionSha256":"c15e681f8b9edecb6be0ded76a2bab053691de522f8f675912e470384ab1c6d3","reviewDecisionSha256":"33cf152bea19e64a54b374f7c67a60e972686b7f6f9712b7b73e5b6d632e2ed5","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.2.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.R2 develops the ability to skim, scan and read for detail in the context of classroom life & learning. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Task: find one exact supporting detail. Solution: record 'every test is repeated twice'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.R2 develops the ability to skim, scan and read for detail in the context of classroom life & learning. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-r2","noteKey":"tr-g07-ingilizce-note-eng-7-2-r2","objective":"Students can skim, scan and read for detail in the context of classroom life & learning","objectiveCode":"ENG.7.2.R2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveCode":"ENG.7.2.R2","objectiveText":"Students can skim, scan and read for detail in the context of classroom life & learning","pdfPageIndex":748,"printedPageNumber":749,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveId":"ENG.7.2.R2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can skim, scan and read for detail in the context of classroom life & learning","objectiveTitle":"Students can skim, scan and read for detail in the context of classroom life & learning","objectives":["ENG.7.2.R2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.R2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r2-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r2","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r2-kapsam","subtopicTitle":"Students can skim, scan and read for detail in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can skim, scan and read for detail in the context of classroom life & learning","topic":"Students can skim, scan and read for detail in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r2","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'suggest one reader question'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'suggest one reader question'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Solution: classify it as a controlled classroom test and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.2.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.R3 develops the ability to classify, compare and infer meaning while reading in the context of classroom life & learning. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.' Solution: classify it as a controlled classroom test and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.R3 develops the ability to classify, compare and infer meaning while reading in the context of classroom life & learning. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-r3","noteKey":"tr-g07-ingilizce-note-eng-7-2-r3","objective":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","objectiveCode":"ENG.7.2.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveCode":"ENG.7.2.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","pdfPageIndex":748,"printedPageNumber":749,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveId":"ENG.7.2.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","objectives":["ENG.7.2.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r3-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r3","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","topic":"Students can classify, compare and infer meaning while reading in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-r3","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.'. Solution: identify the shared topic as peer review steps, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"24debfc3014c37671db370c2ad8549b1b2606318ee3c1426f6ed3650602e6c3f","reviewDecisionSha256":"912e1781e90d71dd26396e5bafcd77c7195c7b28e3be458b1d36a1b58f91d3ed","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:24debfc3014c37671db370c2ad8549b1b2606318ee3c1426f6ed3650602e6c3f","reviewedHash":"sha256:24debfc3014c37671db370c2ad8549b1b2606318ee3c1426f6ed3650602e6c3f","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:912e1781e90d71dd26396e5bafcd77c7195c7b28e3be458b1d36a1b58f91d3ed; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-r3","contentProjectionSha256":"24debfc3014c37671db370c2ad8549b1b2606318ee3c1426f6ed3650602e6c3f","reviewDecisionSha256":"912e1781e90d71dd26396e5bafcd77c7195c7b28e3be458b1d36a1b58f91d3ed","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.2.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.R4 develops the ability to reflect on and share reading experiences in the context of classroom life & learning. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.R4 develops the ability to reflect on and share reading experiences in the context of classroom life & learning. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.2.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S1 develops the ability to prepare and plan before speaking in the context of classroom life & learning. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S1 develops the ability to prepare and plan before speaking in the context of classroom life & learning. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-s1","noteKey":"tr-g07-ingilizce-note-eng-7-2-s1","objective":"Students can prepare and plan before speaking in the context of classroom life & learning","objectiveCode":"ENG.7.2.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveCode":"ENG.7.2.S1","objectiveText":"Students can prepare and plan before speaking in the context of classroom life & learning","pdfPageIndex":751,"printedPageNumber":752,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveId":"ENG.7.2.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of classroom life & learning","objectiveTitle":"Students can prepare and plan before speaking in the context of classroom life & learning","objectives":["ENG.7.2.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can prepare and plan before speaking in the context of classroom life & learning","topic":"Students can prepare and plan before speaking in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.2.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S2 develops the ability to organise ideas for speaking in the context of classroom life & learning. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S2 develops the ability to organise ideas for speaking in the context of classroom life & learning. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.2.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S3 develops the ability to produce clear spoken language in the context of classroom life & learning. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to produce clear spoken language in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S3 develops the ability to produce clear spoken language in the context of classroom life & learning. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-s3","noteKey":"tr-g07-ingilizce-note-eng-7-2-s3","objective":"Students can produce clear spoken language in the context of classroom life & learning","objectiveCode":"ENG.7.2.S3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveCode":"ENG.7.2.S3","objectiveText":"Students can produce clear spoken language in the context of classroom life & learning","pdfPageIndex":751,"printedPageNumber":752,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveId":"ENG.7.2.S3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can produce clear spoken language in the context of classroom life & learning","objectiveTitle":"Students can produce clear spoken language in the context of classroom life & learning","objectives":["ENG.7.2.S3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.S3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s3-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s3","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s3-kapsam","subtopicTitle":"Students can produce clear spoken language in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can produce clear spoken language in the context of classroom life & learning","topic":"Students can produce clear spoken language in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s3","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.2.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S4 develops the ability to use interaction strategies in conversation in the context of classroom life & learning. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S4 develops the ability to use interaction strategies in conversation in the context of classroom life & learning. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to monitor and improve spoken language in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.2.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S5 develops the ability to monitor and improve spoken language in the context of classroom life & learning. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Testing Paper Strength'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'every test is repeated twice', make its relationship to a controlled classroom test explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Peer Feedback Routine' is vague and the listener asks what 'feedback' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'suggest one reader question' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S5 develops the ability to monitor and improve spoken language in the context of classroom life & learning. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-s5","noteKey":"tr-g07-ingilizce-note-eng-7-2-s5","objective":"Students can monitor and improve spoken language in the context of classroom life & learning","objectiveCode":"ENG.7.2.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-753","objectiveCode":"ENG.7.2.S5","objectiveText":"Students can monitor and improve spoken language in the context of classroom life & learning","pdfPageIndex":752,"printedPageNumber":753,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-753","objectiveId":"ENG.7.2.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of classroom life & learning","objectiveTitle":"Students can monitor and improve spoken language in the context of classroom life & learning","objectives":["ENG.7.2.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-753","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s5-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s5","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can monitor and improve spoken language in the context of classroom life & learning","topic":"Students can monitor and improve spoken language in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s5","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.2.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.S6 develops the ability to reflect on and share the speaking process in the context of classroom life & learning. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.S6 develops the ability to reflect on and share the speaking process in the context of classroom life & learning. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-s6","noteKey":"tr-g07-ingilizce-note-eng-7-2-s6","objective":"Students can reflect on and share the speaking process in the context of classroom life & learning","objectiveCode":"ENG.7.2.S6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-754","objectiveCode":"ENG.7.2.S6","objectiveText":"Students can reflect on and share the speaking process in the context of classroom life & learning","pdfPageIndex":753,"printedPageNumber":754,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-754","objectiveId":"ENG.7.2.S6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the speaking process in the context of classroom life & learning","objectiveTitle":"Students can reflect on and share the speaking process in the context of classroom life & learning","objectives":["ENG.7.2.S6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.S6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-754","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s6-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s6","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-s6-kapsam","subtopicTitle":"Students can reflect on and share the speaking process in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can reflect on and share the speaking process in the context of classroom life & learning","topic":"Students can reflect on and share the speaking process in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-s6","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to select and use vocabulary from context in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.', infer the contextual meaning of 'repeat'. Solution: connect it with a controlled classroom test and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.', a learner selects an unrelated meaning for 'feedback'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with peer review steps, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.2.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.V1 develops the ability to select and use vocabulary from context in the context of classroom life & learning. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.', infer the contextual meaning of 'repeat'. Solution: connect it with a controlled classroom test and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.', a learner selects an unrelated meaning for 'feedback'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with peer review steps, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.V1 develops the ability to select and use vocabulary from context in the context of classroom life & learning. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-v1","noteKey":"tr-g07-ingilizce-note-eng-7-2-v1","objective":"Students can select and use vocabulary from context in the context of classroom life & learning","objectiveCode":"ENG.7.2.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveCode":"ENG.7.2.V1","objectiveText":"Students can select and use vocabulary from context in the context of classroom life & learning","pdfPageIndex":748,"printedPageNumber":749,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","objectiveId":"ENG.7.2.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of classroom life & learning","objectiveTitle":"Students can select and use vocabulary from context in the context of classroom life & learning","objectives":["ENG.7.2.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-749","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-v1-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-v1","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can select and use vocabulary from context in the context of classroom life & learning","topic":"Students can select and use vocabulary from context in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-v1","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.', infer the contextual meaning of 'repeat'. Solution: connect it with a controlled classroom test and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'Each group hangs equal masses from three paper strips. It records the greatest mass each strip holds and repeats every test twice.', infer the contextual meaning of 'repeat'. Solution: connect it with a controlled classroom test and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.', a learner selects an unrelated meaning for 'feedback'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with peer review steps, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'First read your partner's paragraph silently. Next underline one clear detail, and finally suggest one question the reader still has.', a learner selects an unrelated meaning for 'feedback'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with peer review steps, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"5b6ac4c24d33e172565601215b54d5deef212f1268426c7c1d725a978faa40ae","reviewDecisionSha256":"fbe236a79d4455c309a76d11de7def7d38292d84c558a4a31a0eba56f72a4b0f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:5b6ac4c24d33e172565601215b54d5deef212f1268426c7c1d725a978faa40ae","reviewedHash":"sha256:5b6ac4c24d33e172565601215b54d5deef212f1268426c7c1d725a978faa40ae","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:fbe236a79d4455c309a76d11de7def7d38292d84c558a4a31a0eba56f72a4b0f; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-v1","contentProjectionSha256":"5b6ac4c24d33e172565601215b54d5deef212f1268426c7c1d725a978faa40ae","reviewDecisionSha256":"fbe236a79d4455c309a76d11de7def7d38292d84c558a4a31a0eba56f72a4b0f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.2.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W1 develops the ability to prepare and plan before writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W1 develops the ability to prepare and plan before writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to organise ideas for writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.2.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W2 develops the ability to organise ideas for writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W2 develops the ability to organise ideas for writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-w2","noteKey":"tr-g07-ingilizce-note-eng-7-2-w2","objective":"Students can organise ideas for writing in the context of classroom life & learning","objectiveCode":"ENG.7.2.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveCode":"ENG.7.2.W2","objectiveText":"Students can organise ideas for writing in the context of classroom life & learning","pdfPageIndex":750,"printedPageNumber":751,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveId":"ENG.7.2.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of classroom life & learning","objectiveTitle":"Students can organise ideas for writing in the context of classroom life & learning","objectives":["ENG.7.2.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w2-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w2","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can organise ideas for writing in the context of classroom life & learning","topic":"Students can organise ideas for writing in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w2","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to draft a clear written text in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.2.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W3 develops the ability to draft a clear written text in the context of classroom life & learning. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W3 develops the ability to draft a clear written text in the context of classroom life & learning. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-w3","noteKey":"tr-g07-ingilizce-note-eng-7-2-w3","objective":"Students can draft a clear written text in the context of classroom life & learning","objectiveCode":"ENG.7.2.W3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveCode":"ENG.7.2.W3","objectiveText":"Students can draft a clear written text in the context of classroom life & learning","pdfPageIndex":750,"printedPageNumber":751,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveId":"ENG.7.2.W3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can draft a clear written text in the context of classroom life & learning","objectiveTitle":"Students can draft a clear written text in the context of classroom life & learning","objectives":["ENG.7.2.W3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.W3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w3-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w3","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w3-kapsam","subtopicTitle":"Students can draft a clear written text in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can draft a clear written text in the context of classroom life & learning","topic":"Students can draft a clear written text in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w3","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. 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{"body":"You will learn to use vocabulary accurately in writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.2.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W4 develops the ability to use vocabulary accurately in writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W4 develops the ability to use vocabulary accurately in writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-w4","noteKey":"tr-g07-ingilizce-note-eng-7-2-w4","objective":"Students can use vocabulary accurately in writing in the context of classroom life & learning","objectiveCode":"ENG.7.2.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveCode":"ENG.7.2.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of classroom life & learning","pdfPageIndex":750,"printedPageNumber":751,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","objectiveId":"ENG.7.2.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of classroom life & learning","objectiveTitle":"Students can use vocabulary accurately in writing in the context of classroom life & learning","objectives":["ENG.7.2.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-751","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w4-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w4","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can use vocabulary accurately in writing in the context of classroom life & learning","topic":"Students can use vocabulary accurately in writing in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w4","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"793d4e5e0eb792eb9212bd144af44fa89ef605b3373672b172c5bc002eefd92f","reviewDecisionSha256":"4551c70fea1269686c99fdf8a99f37043b64b54b42f15345a659f5c24ae991be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:793d4e5e0eb792eb9212bd144af44fa89ef605b3373672b172c5bc002eefd92f","reviewedHash":"sha256:793d4e5e0eb792eb9212bd144af44fa89ef605b3373672b172c5bc002eefd92f","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:4551c70fea1269686c99fdf8a99f37043b64b54b42f15345a659f5c24ae991be; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-w4","contentProjectionSha256":"793d4e5e0eb792eb9212bd144af44fa89ef605b3373672b172c5bc002eefd92f","reviewDecisionSha256":"4551c70fea1269686c99fdf8a99f37043b64b54b42f15345a659f5c24ae991be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use grammar and mechanics accurately in writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.2.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W5 develops the ability to use grammar and mechanics accurately in writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W5 develops the ability to use grammar and mechanics accurately in writing in the context of classroom life & learning. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to revise and edit written work in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.2.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W6 develops the ability to revise and edit written work in the context of classroom life & learning. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W6 develops the ability to revise and edit written work in the context of classroom life & learning. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-w6","noteKey":"tr-g07-ingilizce-note-eng-7-2-w6","objective":"Students can revise and edit written work in the context of classroom life & learning","objectiveCode":"ENG.7.2.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveCode":"ENG.7.2.W6","objectiveText":"Students can revise and edit written work in the context of classroom life & learning","pdfPageIndex":751,"printedPageNumber":752,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveId":"ENG.7.2.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of classroom life & learning","objectiveTitle":"Students can revise and edit written work in the context of classroom life & learning","objectives":["ENG.7.2.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w6-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w6","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can revise and edit written work in the context of classroom life & learning","topic":"Students can revise and edit written work in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w6","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Testing Paper Strength'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'every test is repeated twice', organise it for the intended reader, and check that every sentence supports a controlled classroom test rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'feedback', restore 'suggest one reader question', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Peer Feedback Routine': one sentence is vague and a key condition is missing. 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{"body":"You will learn to reflect on and share the writing process in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.2.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.2.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.2.W7 develops the ability to reflect on and share the writing process in the context of classroom life & learning. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-2-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of classroom life & learning through age-appropriate sources about a controlled classroom test. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.2.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.2.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.2.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.2.W7 develops the ability to reflect on and share the writing process in the context of classroom life & learning. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-2-w7","noteKey":"tr-g07-ingilizce-note-eng-7-2-w7","objective":"Students can reflect on and share the writing process in the context of classroom life & learning","objectiveCode":"ENG.7.2.W7","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveCode":"ENG.7.2.W7","objectiveText":"Students can reflect on and share the writing process in the context of classroom life & learning","pdfPageIndex":751,"printedPageNumber":752,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","objectiveId":"ENG.7.2.W7","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the writing process in the context of classroom life & learning","objectiveTitle":"Students can reflect on and share the writing process in the context of classroom life & learning","objectives":["ENG.7.2.W7"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.2.W7","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-752","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w7-kapsam","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w7","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.2.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u02-eng-7-2-w7-kapsam","subtopicTitle":"Students can reflect on and share the writing process in the context of classroom life & learning","themeKey":"tr-g07-ingilizce-u02-classroom-life-learning","themeTitle":"Classroom Life & Learning","title":"Students can reflect on and share the writing process in the context of classroom life & learning","topic":"Students can reflect on and share the writing process in the context of classroom life & learning","topicKey":"tr-g07-ingilizce-u02-eng-7-2-w7","type":"note","unitKey":"tr-g07-ingilizce-unit02-classroom-life-learning","unitNumber":2,"unitTitle":"CLASSROOM LIFE & LEARNING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Testing Paper Strength', write: 'I identified a controlled classroom test and verified every test is repeated twice, but I need to check the section containing repeat once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Peer Feedback Routine task I used suggest one reader question accurately, but my explanation of feedback was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"5b39c92986dcd79dbebb418218aa3e8927b9fb2eaa4727b9dccee0d7a825e8e3","reviewDecisionSha256":"d671214051611e13de6cdaf56d722d3dce34c1eff7e6a8a0d17b2c6056c4aaa1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:5b39c92986dcd79dbebb418218aa3e8927b9fb2eaa4727b9dccee0d7a825e8e3","reviewedHash":"sha256:5b39c92986dcd79dbebb418218aa3e8927b9fb2eaa4727b9dccee0d7a825e8e3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d671214051611e13de6cdaf56d722d3dce34c1eff7e6a8a0d17b2c6056c4aaa1; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-2-w7","contentProjectionSha256":"5b39c92986dcd79dbebb418218aa3e8927b9fb2eaa4727b9dccee0d7a825e8e3","reviewDecisionSha256":"d671214051611e13de6cdaf56d722d3dce34c1eff7e6a8a0d17b2c6056c4aaa1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Balanced Evening. Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Hydration Plan. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.3.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.G1 develops the ability to select and use grammar from context in the context of personal life & well-being. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Balanced Evening. Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Hydration Plan. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.G1 develops the ability to select and use grammar from context in the context of personal life & well-being. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-g1","noteKey":"tr-g07-ingilizce-note-eng-7-3-g1","objective":"Students can select and use grammar from context in the context of personal life & well-being","objectiveCode":"ENG.7.3.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","objectiveCode":"ENG.7.3.G1","objectiveText":"Students can select and use grammar from context in the context of personal life & well-being","pdfPageIndex":774,"printedPageNumber":775,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","objectiveId":"ENG.7.3.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of personal life & well-being","objectiveTitle":"Students can select and use grammar from context in the context of personal life & well-being","objectives":["ENG.7.3.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-g1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-g1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can select and use grammar from context in the context of personal life & well-being","topic":"Students can select and use grammar from context in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-g1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Balanced Evening. Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Balanced Evening. Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Hydration Plan. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Hydration Plan. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"4ab61adde6598f79058c21c3572cccb21bf65f227af4cec9ea678195db9d1c50","reviewDecisionSha256":"be298ccd2068988a93dd78e15d3b06d8533d84ec5fb6904963b2872be95ddeed","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:4ab61adde6598f79058c21c3572cccb21bf65f227af4cec9ea678195db9d1c50","reviewedHash":"sha256:4ab61adde6598f79058c21c3572cccb21bf65f227af4cec9ea678195db9d1c50","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:be298ccd2068988a93dd78e15d3b06d8533d84ec5fb6904963b2872be95ddeed; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-g1","contentProjectionSha256":"4ab61adde6598f79058c21c3572cccb21bf65f227af4cec9ea678195db9d1c50","reviewDecisionSha256":"be298ccd2068988a93dd78e15d3b06d8533d84ec5fb6904963b2872be95ddeed","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.3.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.L1 develops the ability to prepare for listening and make predictions in the context of personal life & well-being. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.L1 develops the ability to prepare for listening and make predictions in the context of personal life & well-being. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"c4a1ebb2682c0fff59d8b059d8b6cc4c41f58f3c3a15f8f13b64c4debb005d1f","reviewDecisionSha256":"908fb93687eab2b1080ee4cbfa37552d8730c17ae32bddb9526846f3be11c021","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:c4a1ebb2682c0fff59d8b059d8b6cc4c41f58f3c3a15f8f13b64c4debb005d1f","reviewedHash":"sha256:c4a1ebb2682c0fff59d8b059d8b6cc4c41f58f3c3a15f8f13b64c4debb005d1f","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:908fb93687eab2b1080ee4cbfa37552d8730c17ae32bddb9526846f3be11c021; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-l1","contentProjectionSha256":"c4a1ebb2682c0fff59d8b059d8b6cc4c41f58f3c3a15f8f13b64c4debb005d1f","reviewDecisionSha256":"908fb93687eab2b1080ee4cbfa37552d8730c17ae32bddb9526846f3be11c021","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to identify the listening topic and key details in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: listen for signal words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.3.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.L2 develops the ability to identify the listening topic and key details in the context of personal life & well-being. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: listen for signal words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.L2 develops the ability to identify the listening topic and key details in the context of personal life & well-being. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-l2","noteKey":"tr-g07-ingilizce-note-eng-7-3-l2","objective":"Students can identify the listening topic and key details in the context of personal life & well-being","objectiveCode":"ENG.7.3.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","objectiveCode":"ENG.7.3.L2","objectiveText":"Students can identify the listening topic and key details in the context of personal life & well-being","pdfPageIndex":771,"printedPageNumber":772,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","objectiveId":"ENG.7.3.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of personal life & well-being","objectiveTitle":"Students can identify the listening topic and key details in the context of personal life & well-being","objectives":["ENG.7.3.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-l2-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-l2","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can identify the listening topic and key details in the context of personal life & well-being","topic":"Students can identify the listening topic and key details in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-l2","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: listen for signal words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: listen for signal words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"f7732bc0bb46b58d24ed30009039511739ccd9b71d2d5c4e086b9621818a1ebf","reviewDecisionSha256":"abf12a7d2490852a41c0099fbaa69df24a3eabb5c0dc5e24008c90866b98cdeb","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:f7732bc0bb46b58d24ed30009039511739ccd9b71d2d5c4e086b9621818a1ebf","reviewedHash":"sha256:f7732bc0bb46b58d24ed30009039511739ccd9b71d2d5c4e086b9621818a1ebf","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:abf12a7d2490852a41c0099fbaa69df24a3eabb5c0dc5e24008c90866b98cdeb; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-l2","contentProjectionSha256":"f7732bc0bb46b58d24ed30009039511739ccd9b71d2d5c4e086b9621818a1ebf","reviewDecisionSha256":"abf12a7d2490852a41c0099fbaa69df24a3eabb5c0dc5e24008c90866b98cdeb","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Solution: classify it as an evening well-being routine and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.3.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.L3 develops the ability to classify, compare and infer meaning while listening in the context of personal life & well-being. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Solution: classify it as an evening well-being routine and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.L3 develops the ability to classify, compare and infer meaning while listening in the context of personal life & well-being. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. 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{"body":"You will learn to reflect on and share listening experiences in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.3.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.L4 develops the ability to reflect on and share listening experiences in the context of personal life & well-being. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.L4 develops the ability to reflect on and share listening experiences in the context of personal life & well-being. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-l4","noteKey":"tr-g07-ingilizce-note-eng-7-3-l4","objective":"Students can reflect on and share listening experiences in the context of personal life & well-being","objectiveCode":"ENG.7.3.L4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","objectiveCode":"ENG.7.3.L4","objectiveText":"Students can reflect on and share listening experiences in the context of personal life & well-being","pdfPageIndex":771,"printedPageNumber":772,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","objectiveId":"ENG.7.3.L4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share listening experiences in the context of personal life & well-being","objectiveTitle":"Students can reflect on and share listening experiences in the context of personal life & well-being","objectives":["ENG.7.3.L4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.L4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-772","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-l4-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-l4","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-l4-kapsam","subtopicTitle":"Students can reflect on and share listening experiences in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can reflect on and share listening experiences in the context of personal life & well-being","topic":"Students can reflect on and share listening experiences in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-l4","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"270caf63821d6152d67006f9084da406d8b7444933edf952d43c676e6b173aa3","reviewDecisionSha256":"0a0d0d86fa97339b9fe1fe0a768a7db1ac57c99f9d80e40f69ea56d9daa77526","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:270caf63821d6152d67006f9084da406d8b7444933edf952d43c676e6b173aa3","reviewedHash":"sha256:270caf63821d6152d67006f9084da406d8b7444933edf952d43c676e6b173aa3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:0a0d0d86fa97339b9fe1fe0a768a7db1ac57c99f9d80e40f69ea56d9daa77526; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-l4","contentProjectionSha256":"270caf63821d6152d67006f9084da406d8b7444933edf952d43c676e6b173aa3","reviewDecisionSha256":"0a0d0d86fa97339b9fe1fe0a768a7db1ac57c99f9d80e40f69ea56d9daa77526","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'screens stay outside after 21:15'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'the bottle is checked at 15:30'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.3.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of personal life & well-being. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'screens stay outside after 21:15'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'the bottle is checked at 15:30'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of personal life & well-being. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-p1","noteKey":"tr-g07-ingilizce-note-eng-7-3-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","objectiveCode":"ENG.7.3.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveCode":"ENG.7.3.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","pdfPageIndex":772,"printedPageNumber":773,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveId":"ENG.7.3.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","objectives":["ENG.7.3.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-p1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-p1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","topic":"Students can use pronunciation, stress and intonation accurately in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-p1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Read the detail 'screens stay outside after 21:15'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","solution":"Worked example 1 — Read the detail 'screens stay outside after 21:15'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner stresses only articles in 'the bottle is checked at 15:30'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'the bottle is checked at 15:30'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"250422f687a59a4659506aa8b6e80d1afbd30f931e142509721dd2b8fb381b9b","reviewDecisionSha256":"c46afe4016ce17206ef5ee6ac662693e087bb674b5b37ab31e464f098d1f2177","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:250422f687a59a4659506aa8b6e80d1afbd30f931e142509721dd2b8fb381b9b","reviewedHash":"sha256:250422f687a59a4659506aa8b6e80d1afbd30f931e142509721dd2b8fb381b9b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:c46afe4016ce17206ef5ee6ac662693e087bb674b5b37ab31e464f098d1f2177; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-p1","contentProjectionSha256":"250422f687a59a4659506aa8b6e80d1afbd30f931e142509721dd2b8fb381b9b","reviewDecisionSha256":"c46afe4016ce17206ef5ee6ac662693e087bb674b5b37ab31e464f098d1f2177","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for reading and predict content in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.3.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.R1 develops the ability to prepare for reading and predict content in the context of personal life & well-being. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.R1 develops the ability to prepare for reading and predict content in the context of personal life & well-being. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-r1","noteKey":"tr-g07-ingilizce-note-eng-7-3-r1","objective":"Students can prepare for reading and predict content in the context of personal life & well-being","objectiveCode":"ENG.7.3.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveCode":"ENG.7.3.R1","objectiveText":"Students can prepare for reading and predict content in the context of personal life & well-being","pdfPageIndex":772,"printedPageNumber":773,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveId":"ENG.7.3.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of personal life & well-being","objectiveTitle":"Students can prepare for reading and predict content in the context of personal life & well-being","objectives":["ENG.7.3.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can prepare for reading and predict content in the context of personal life & well-being","topic":"Students can prepare for reading and predict content in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Balanced Evening', predict that it may explain an evening well-being routine. Solution: keep the prediction provisional, then use the source 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Hydration Plan'. Solution: replace that guess with a prediction about a daily water plan, then verify it against 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"bd99cc2bb22403f16c68a0029f1dc03bc7394bc7b654def6c5229e021b0f37c5","reviewDecisionSha256":"b631b73258a511dd43482a9215e97783853dce053fe0dedf687e2bfb7335f6d6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:bd99cc2bb22403f16c68a0029f1dc03bc7394bc7b654def6c5229e021b0f37c5","reviewedHash":"sha256:bd99cc2bb22403f16c68a0029f1dc03bc7394bc7b654def6c5229e021b0f37c5","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:b631b73258a511dd43482a9215e97783853dce053fe0dedf687e2bfb7335f6d6; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-r1","contentProjectionSha256":"bd99cc2bb22403f16c68a0029f1dc03bc7394bc7b654def6c5229e021b0f37c5","reviewDecisionSha256":"b631b73258a511dd43482a9215e97783853dce053fe0dedf687e2bfb7335f6d6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.3.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.R2 develops the ability to skim, scan and read for detail in the context of personal life & well-being. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.R2 develops the ability to skim, scan and read for detail in the context of personal life & well-being. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-r2","noteKey":"tr-g07-ingilizce-note-eng-7-3-r2","objective":"Students can skim, scan and read for detail in the context of personal life & well-being","objectiveCode":"ENG.7.3.R2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveCode":"ENG.7.3.R2","objectiveText":"Students can skim, scan and read for detail in the context of personal life & well-being","pdfPageIndex":772,"printedPageNumber":773,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","objectiveId":"ENG.7.3.R2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can skim, scan and read for detail in the context of personal life & well-being","objectiveTitle":"Students can skim, scan and read for detail in the context of personal life & well-being","objectives":["ENG.7.3.R2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.R2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-773","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r2-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r2","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r2-kapsam","subtopicTitle":"Students can skim, scan and read for detail in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can skim, scan and read for detail in the context of personal life & well-being","topic":"Students can skim, scan and read for detail in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r2","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Task: find one exact supporting detail. Solution: record 'screens stay outside after 21:15'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'the bottle is checked at 15:30'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"c0a756be968e006894b325661a400a648c5d027ae8c4829182e399388c25158c","reviewDecisionSha256":"328fe3247c93ede66ad9f2efba649c95bc763ad9e95d811a2d2937dcf5795725","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:c0a756be968e006894b325661a400a648c5d027ae8c4829182e399388c25158c","reviewedHash":"sha256:c0a756be968e006894b325661a400a648c5d027ae8c4829182e399388c25158c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:328fe3247c93ede66ad9f2efba649c95bc763ad9e95d811a2d2937dcf5795725; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-r2","contentProjectionSha256":"c0a756be968e006894b325661a400a648c5d027ae8c4829182e399388c25158c","reviewDecisionSha256":"328fe3247c93ede66ad9f2efba649c95bc763ad9e95d811a2d2937dcf5795725","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while reading in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Solution: classify it as an evening well-being routine and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.3.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.R3 develops the ability to classify, compare and infer meaning while reading in the context of personal life & well-being. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.' Solution: classify it as an evening well-being routine and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.R3 develops the ability to classify, compare and infer meaning while reading in the context of personal life & well-being. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-r3","noteKey":"tr-g07-ingilizce-note-eng-7-3-r3","objective":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","objectiveCode":"ENG.7.3.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","objectiveCode":"ENG.7.3.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","pdfPageIndex":773,"printedPageNumber":774,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","objectiveId":"ENG.7.3.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","objectives":["ENG.7.3.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r3-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r3","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","topic":"Students can classify, compare and infer meaning while reading in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-r3","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.'. Solution: identify the shared topic as a daily water plan, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"309f15b39c42f67252a1745671ef215ab63e28a95954ae6b87ec898856cbf22d","reviewDecisionSha256":"6b7f555c2cc83b74618413ff76e60adabd3ee6a9bd816f015ad20d49fa5558f1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:309f15b39c42f67252a1745671ef215ab63e28a95954ae6b87ec898856cbf22d","reviewedHash":"sha256:309f15b39c42f67252a1745671ef215ab63e28a95954ae6b87ec898856cbf22d","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:6b7f555c2cc83b74618413ff76e60adabd3ee6a9bd816f015ad20d49fa5558f1; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-r3","contentProjectionSha256":"309f15b39c42f67252a1745671ef215ab63e28a95954ae6b87ec898856cbf22d","reviewDecisionSha256":"6b7f555c2cc83b74618413ff76e60adabd3ee6a9bd816f015ad20d49fa5558f1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.3.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.R4 develops the ability to reflect on and share reading experiences in the context of personal life & well-being. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.R4 develops the ability to reflect on and share reading experiences in the context of personal life & well-being. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.3.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S1 develops the ability to prepare and plan before speaking in the context of personal life & well-being. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S1 develops the ability to prepare and plan before speaking in the context of personal life & well-being. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-s1","noteKey":"tr-g07-ingilizce-note-eng-7-3-s1","objective":"Students can prepare and plan before speaking in the context of personal life & well-being","objectiveCode":"ENG.7.3.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveCode":"ENG.7.3.S1","objectiveText":"Students can prepare and plan before speaking in the context of personal life & well-being","pdfPageIndex":776,"printedPageNumber":777,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveId":"ENG.7.3.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of personal life & well-being","objectiveTitle":"Students can prepare and plan before speaking in the context of personal life & well-being","objectives":["ENG.7.3.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can prepare and plan before speaking in the context of personal life & well-being","topic":"Students can prepare and plan before speaking in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.","solution":"Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"cbd2d1d8103cd732acc027801041adcf69b00b6a4f0371f55003b996b39d759b","reviewDecisionSha256":"7a51c02c28158387e9ec504733df4a8a483112b03672d82a5bd50f67b6348fc6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:cbd2d1d8103cd732acc027801041adcf69b00b6a4f0371f55003b996b39d759b","reviewedHash":"sha256:cbd2d1d8103cd732acc027801041adcf69b00b6a4f0371f55003b996b39d759b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:7a51c02c28158387e9ec504733df4a8a483112b03672d82a5bd50f67b6348fc6; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-s1","contentProjectionSha256":"cbd2d1d8103cd732acc027801041adcf69b00b6a4f0371f55003b996b39d759b","reviewDecisionSha256":"7a51c02c28158387e9ec504733df4a8a483112b03672d82a5bd50f67b6348fc6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to organise ideas for speaking in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.3.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S2 develops the ability to organise ideas for speaking in the context of personal life & well-being. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S2 develops the ability to organise ideas for speaking in the context of personal life & well-being. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.3.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S3 develops the ability to produce clear spoken language in the context of personal life & well-being. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to produce clear spoken language in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S3 develops the ability to produce clear spoken language in the context of personal life & well-being. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-s3","noteKey":"tr-g07-ingilizce-note-eng-7-3-s3","objective":"Students can produce clear spoken language in the context of personal life & well-being","objectiveCode":"ENG.7.3.S3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveCode":"ENG.7.3.S3","objectiveText":"Students can produce clear spoken language in the context of personal life & well-being","pdfPageIndex":776,"printedPageNumber":777,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveId":"ENG.7.3.S3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can produce clear spoken language in the context of personal life & well-being","objectiveTitle":"Students can produce clear spoken language in the context of personal life & well-being","objectives":["ENG.7.3.S3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.S3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s3-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s3","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s3-kapsam","subtopicTitle":"Students can produce clear spoken language in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can produce clear spoken language in the context of personal life & well-being","topic":"Students can produce clear spoken language in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s3","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.3.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S4 develops the ability to use interaction strategies in conversation in the context of personal life & well-being. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S4 develops the ability to use interaction strategies in conversation in the context of personal life & well-being. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-s4","noteKey":"tr-g07-ingilizce-note-eng-7-3-s4","objective":"Students can use interaction strategies in conversation in the context of personal life & well-being","objectiveCode":"ENG.7.3.S4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","objectiveCode":"ENG.7.3.S4","objectiveText":"Students can use interaction strategies in conversation in the context of personal life & well-being","pdfPageIndex":777,"printedPageNumber":778,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use interaction strategies in conversation."},{"component":"b","text":"Learners apply the S4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","objectiveId":"ENG.7.3.S4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use interaction strategies in conversation in the context of personal life & well-being","objectiveTitle":"Students can use interaction strategies in conversation in the context of personal life & well-being","objectives":["ENG.7.3.S4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.S4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s4-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s4","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use interaction strategies in conversation."},{"component":"b","text":"Learners apply the S4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s4-kapsam","subtopicTitle":"Students can use interaction strategies in conversation in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can use interaction strategies in conversation in the context of personal life & well-being","topic":"Students can use interaction strategies in conversation in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s4","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to monitor and improve spoken language in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.3.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S5 develops the ability to monitor and improve spoken language in the context of personal life & well-being. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Balanced Evening'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'screens stay outside after 21:15', make its relationship to an evening well-being routine explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Hydration Plan' is vague and the listener asks what 'hydration' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'the bottle is checked at 15:30' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S5 develops the ability to monitor and improve spoken language in the context of personal life & well-being. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-s5","noteKey":"tr-g07-ingilizce-note-eng-7-3-s5","objective":"Students can monitor and improve spoken language in the context of personal life & well-being","objectiveCode":"ENG.7.3.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","objectiveCode":"ENG.7.3.S5","objectiveText":"Students can monitor and improve spoken language in the context of personal life & well-being","pdfPageIndex":777,"printedPageNumber":778,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","objectiveId":"ENG.7.3.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of personal life & well-being","objectiveTitle":"Students can monitor and improve spoken language in the context of personal life & well-being","objectives":["ENG.7.3.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-778","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s5-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s5","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can monitor and improve spoken language in the context of personal life & well-being","topic":"Students can monitor and improve spoken language in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-s5","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.3.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.S6 develops the ability to reflect on and share the speaking process in the context of personal life & well-being. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.S6 develops the ability to reflect on and share the speaking process in the context of personal life & well-being. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"6e6477b9f3475cc2d9007953f73817f610fec5519c15d3b661f61c57489841f0","reviewDecisionSha256":"3827954b22eec081af9b65dd3f536243c6e448cd742079c0eab628a671c268db","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:6e6477b9f3475cc2d9007953f73817f610fec5519c15d3b661f61c57489841f0","reviewedHash":"sha256:6e6477b9f3475cc2d9007953f73817f610fec5519c15d3b661f61c57489841f0","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:3827954b22eec081af9b65dd3f536243c6e448cd742079c0eab628a671c268db; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-s6","contentProjectionSha256":"6e6477b9f3475cc2d9007953f73817f610fec5519c15d3b661f61c57489841f0","reviewDecisionSha256":"3827954b22eec081af9b65dd3f536243c6e448cd742079c0eab628a671c268db","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.', infer the contextual meaning of 'balanced'. Solution: connect it with an evening well-being routine and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.', a learner selects an unrelated meaning for 'hydration'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a daily water plan, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.3.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.V1 develops the ability to select and use vocabulary from context in the context of personal life & well-being. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.', infer the contextual meaning of 'balanced'. Solution: connect it with an evening well-being routine and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.', a learner selects an unrelated meaning for 'hydration'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a daily water plan, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.V1 develops the ability to select and use vocabulary from context in the context of personal life & well-being. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-v1","noteKey":"tr-g07-ingilizce-note-eng-7-3-v1","objective":"Students can select and use vocabulary from context in the context of personal life & well-being","objectiveCode":"ENG.7.3.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","objectiveCode":"ENG.7.3.V1","objectiveText":"Students can select and use vocabulary from context in the context of personal life & well-being","pdfPageIndex":773,"printedPageNumber":774,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","objectiveId":"ENG.7.3.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of personal life & well-being","objectiveTitle":"Students can select and use vocabulary from context in the context of personal life & well-being","objectives":["ENG.7.3.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-774","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-v1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-v1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can select and use vocabulary from context in the context of personal life & well-being","topic":"Students can select and use vocabulary from context in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-v1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.', infer the contextual meaning of 'balanced'. Solution: connect it with an evening well-being routine and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'Eda finishes her snack at 18:00, cycles for half an hour, prepares her school bag, and keeps screens outside the bedroom after 21:15.', infer the contextual meaning of 'balanced'. Solution: connect it with an evening well-being routine and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.', a learner selects an unrelated meaning for 'hydration'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a daily water plan, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'Kerem fills a 750-millilitre bottle before school, drinks some at every break, and records whether any water remains at 15:30.', a learner selects an unrelated meaning for 'hydration'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a daily water plan, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"00a8d56cac8210dab19801cc36e21b644296a5375af3789be34e33fedf93fb9c","reviewDecisionSha256":"d1e158a7290ceca12248695c974818de52bb442a39fa0182fbbb8e54da544752","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:00a8d56cac8210dab19801cc36e21b644296a5375af3789be34e33fedf93fb9c","reviewedHash":"sha256:00a8d56cac8210dab19801cc36e21b644296a5375af3789be34e33fedf93fb9c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d1e158a7290ceca12248695c974818de52bb442a39fa0182fbbb8e54da544752; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-v1","contentProjectionSha256":"00a8d56cac8210dab19801cc36e21b644296a5375af3789be34e33fedf93fb9c","reviewDecisionSha256":"d1e158a7290ceca12248695c974818de52bb442a39fa0182fbbb8e54da544752","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.3.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W1 develops the ability to prepare and plan before writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W1 develops the ability to prepare and plan before writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w1","noteKey":"tr-g07-ingilizce-note-eng-7-3-w1","objective":"Students can prepare and plan before writing in the context of personal life & well-being","objectiveCode":"ENG.7.3.W1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","objectiveCode":"ENG.7.3.W1","objectiveText":"Students can prepare and plan before writing in the context of personal life & well-being","pdfPageIndex":774,"printedPageNumber":775,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","objectiveId":"ENG.7.3.W1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before writing in the context of personal life & well-being","objectiveTitle":"Students can prepare and plan before writing in the context of personal life & well-being","objectives":["ENG.7.3.W1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-775","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w1-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w1","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w1-kapsam","subtopicTitle":"Students can prepare and plan before writing in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can prepare and plan before writing in the context of personal life & well-being","topic":"Students can prepare and plan before writing in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w1","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. 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{"body":"You will learn to organise ideas for writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.3.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W2 develops the ability to organise ideas for writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W2 develops the ability to organise ideas for writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w2","noteKey":"tr-g07-ingilizce-note-eng-7-3-w2","objective":"Students can organise ideas for writing in the context of personal life & well-being","objectiveCode":"ENG.7.3.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveCode":"ENG.7.3.W2","objectiveText":"Students can organise ideas for writing in the context of personal life & well-being","pdfPageIndex":775,"printedPageNumber":776,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveId":"ENG.7.3.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of personal life & well-being","objectiveTitle":"Students can organise ideas for writing in the context of personal life & well-being","objectives":["ENG.7.3.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w2-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w2","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can organise ideas for writing in the context of personal life & well-being","topic":"Students can organise ideas for writing in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w2","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"0ad166997066136373178044a003acd096cb2a4500de677ca70a7626e646fad3","reviewDecisionSha256":"5840116f65d1f20794989e0dfee96d529035f9effb92440a29f6f79423cf05c8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:0ad166997066136373178044a003acd096cb2a4500de677ca70a7626e646fad3","reviewedHash":"sha256:0ad166997066136373178044a003acd096cb2a4500de677ca70a7626e646fad3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:5840116f65d1f20794989e0dfee96d529035f9effb92440a29f6f79423cf05c8; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-w2","contentProjectionSha256":"0ad166997066136373178044a003acd096cb2a4500de677ca70a7626e646fad3","reviewDecisionSha256":"5840116f65d1f20794989e0dfee96d529035f9effb92440a29f6f79423cf05c8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to draft a clear written text in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.3.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W3 develops the ability to draft a clear written text in the context of personal life & well-being. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W3 develops the ability to draft a clear written text in the context of personal life & well-being. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w3","noteKey":"tr-g07-ingilizce-note-eng-7-3-w3","objective":"Students can draft a clear written text in the context of personal life & well-being","objectiveCode":"ENG.7.3.W3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveCode":"ENG.7.3.W3","objectiveText":"Students can draft a clear written text in the context of personal life & well-being","pdfPageIndex":775,"printedPageNumber":776,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveId":"ENG.7.3.W3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can draft a clear written text in the context of personal life & well-being","objectiveTitle":"Students can draft a clear written text in the context of personal life & well-being","objectives":["ENG.7.3.W3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w3-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w3","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w3-kapsam","subtopicTitle":"Students can draft a clear written text in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can draft a clear written text in the context of personal life & well-being","topic":"Students can draft a clear written text in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w3","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"2a10c9d73801b9f8b42908377e87b62dfcdb84dea7dd429f09621383f7b3b739","reviewDecisionSha256":"58b13162305e5be5df40226b78b7b54412f9b6f894edf1d2e3531b175ea51933","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:2a10c9d73801b9f8b42908377e87b62dfcdb84dea7dd429f09621383f7b3b739","reviewedHash":"sha256:2a10c9d73801b9f8b42908377e87b62dfcdb84dea7dd429f09621383f7b3b739","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:58b13162305e5be5df40226b78b7b54412f9b6f894edf1d2e3531b175ea51933; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-w3","contentProjectionSha256":"2a10c9d73801b9f8b42908377e87b62dfcdb84dea7dd429f09621383f7b3b739","reviewDecisionSha256":"58b13162305e5be5df40226b78b7b54412f9b6f894edf1d2e3531b175ea51933","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use vocabulary accurately in writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.3.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W4 develops the ability to use vocabulary accurately in writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W4 develops the ability to use vocabulary accurately in writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w4","noteKey":"tr-g07-ingilizce-note-eng-7-3-w4","objective":"Students can use vocabulary accurately in writing in the context of personal life & well-being","objectiveCode":"ENG.7.3.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveCode":"ENG.7.3.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of personal life & well-being","pdfPageIndex":775,"printedPageNumber":776,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveId":"ENG.7.3.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of personal life & well-being","objectiveTitle":"Students can use vocabulary accurately in writing in the context of personal life & well-being","objectives":["ENG.7.3.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w4-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w4","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can use vocabulary accurately in writing in the context of personal life & well-being","topic":"Students can use vocabulary accurately in writing in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w4","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"54e1c5e4d985226995588d7c051f66e38ecf25da002eff04cd041f781c231638","reviewDecisionSha256":"850393649db3b9555102236187ce4821511158d628553983858c8fec1f0b01be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:54e1c5e4d985226995588d7c051f66e38ecf25da002eff04cd041f781c231638","reviewedHash":"sha256:54e1c5e4d985226995588d7c051f66e38ecf25da002eff04cd041f781c231638","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:850393649db3b9555102236187ce4821511158d628553983858c8fec1f0b01be; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-w4","contentProjectionSha256":"54e1c5e4d985226995588d7c051f66e38ecf25da002eff04cd041f781c231638","reviewDecisionSha256":"850393649db3b9555102236187ce4821511158d628553983858c8fec1f0b01be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use grammar and mechanics accurately in writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.3.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W5 develops the ability to use grammar and mechanics accurately in writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W5 develops the ability to use grammar and mechanics accurately in writing in the context of personal life & well-being. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w5","noteKey":"tr-g07-ingilizce-note-eng-7-3-w5","objective":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","objectiveCode":"ENG.7.3.W5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveCode":"ENG.7.3.W5","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","pdfPageIndex":775,"printedPageNumber":776,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","objectiveId":"ENG.7.3.W5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","objectiveTitle":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","objectives":["ENG.7.3.W5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-776","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w5-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w5","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w5-kapsam","subtopicTitle":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","topic":"Students can use grammar and mechanics accurately in writing in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w5","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. 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{"body":"You will learn to revise and edit written work in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.3.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W6 develops the ability to revise and edit written work in the context of personal life & well-being. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Balanced Evening'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim.","Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W6 develops the ability to revise and edit written work in the context of personal life & well-being. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w6","noteKey":"tr-g07-ingilizce-note-eng-7-3-w6","objective":"Students can revise and edit written work in the context of personal life & well-being","objectiveCode":"ENG.7.3.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveCode":"ENG.7.3.W6","objectiveText":"Students can revise and edit written work in the context of personal life & well-being","pdfPageIndex":776,"printedPageNumber":777,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveId":"ENG.7.3.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of personal life & well-being","objectiveTitle":"Students can revise and edit written work in the context of personal life & well-being","objectives":["ENG.7.3.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w6-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w6","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can revise and edit written work in the context of personal life & well-being","topic":"Students can revise and edit written work in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w6","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'screens stay outside after 21:15', organise it for the intended reader, and check that every sentence supports an evening well-being routine rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Hydration Plan': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'hydration', restore 'the bottle is checked at 15:30', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"382c275b0b58d608678fcae9f191506372a05b991451789da0ed6396476f5f98","reviewDecisionSha256":"898afee9fc13fb16999b0c2c9e25bb008f03d0779ddadad573bb00d23aa0c4d1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:382c275b0b58d608678fcae9f191506372a05b991451789da0ed6396476f5f98","reviewedHash":"sha256:382c275b0b58d608678fcae9f191506372a05b991451789da0ed6396476f5f98","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:898afee9fc13fb16999b0c2c9e25bb008f03d0779ddadad573bb00d23aa0c4d1; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-w6","contentProjectionSha256":"382c275b0b58d608678fcae9f191506372a05b991451789da0ed6396476f5f98","reviewDecisionSha256":"898afee9fc13fb16999b0c2c9e25bb008f03d0779ddadad573bb00d23aa0c4d1","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.3.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.3.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.3.W7 develops the ability to reflect on and share the writing process in the context of personal life & well-being. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-3-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of personal life & well-being through age-appropriate sources about an evening well-being routine. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.3.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.3.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.3.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.3.W7 develops the ability to reflect on and share the writing process in the context of personal life & well-being. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-3-w7","noteKey":"tr-g07-ingilizce-note-eng-7-3-w7","objective":"Students can reflect on and share the writing process in the context of personal life & well-being","objectiveCode":"ENG.7.3.W7","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveCode":"ENG.7.3.W7","objectiveText":"Students can reflect on and share the writing process in the context of personal life & well-being","pdfPageIndex":776,"printedPageNumber":777,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","objectiveId":"ENG.7.3.W7","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the writing process in the context of personal life & well-being","objectiveTitle":"Students can reflect on and share the writing process in the context of personal life & well-being","objectives":["ENG.7.3.W7"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.3.W7","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-777","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w7-kapsam","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w7","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.3.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u03-eng-7-3-w7-kapsam","subtopicTitle":"Students can reflect on and share the writing process in the context of personal life & well-being","themeKey":"tr-g07-ingilizce-u03-personal-life-well-being","themeTitle":"Personal Life & Well-Being","title":"Students can reflect on and share the writing process in the context of personal life & well-being","topic":"Students can reflect on and share the writing process in the context of personal life & well-being","topicKey":"tr-g07-ingilizce-u03-eng-7-3-w7","type":"note","unitKey":"tr-g07-ingilizce-unit03-personal-life-well-being","unitNumber":3,"unitTitle":"PERSONAL LIFE & WELL-BEING","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Balanced Evening', write: 'I identified an evening well-being routine and verified screens stay outside after 21:15, but I need to check the section containing balanced once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Hydration Plan task I used the bottle is checked at 15:30 accurately, but my explanation of hydration was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"ffff4853853b160ab4e8a9b6bc07243ab6d7c52233531ee29bbbd60d3220e03e","reviewDecisionSha256":"8c43d655aa717efaa171a22444241093c1480fb89e2150c602507bc703bd9e10","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:ffff4853853b160ab4e8a9b6bc07243ab6d7c52233531ee29bbbd60d3220e03e","reviewedHash":"sha256:ffff4853853b160ab4e8a9b6bc07243ab6d7c52233531ee29bbbd60d3220e03e","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:8c43d655aa717efaa171a22444241093c1480fb89e2150c602507bc703bd9e10; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-3-w7","contentProjectionSha256":"ffff4853853b160ab4e8a9b6bc07243ab6d7c52233531ee29bbbd60d3220e03e","reviewDecisionSha256":"8c43d655aa717efaa171a22444241093c1480fb89e2150c602507bc703bd9e10","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Weekend Meal Plan. Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Shared Home Tasks. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.4.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.G1 develops the ability to select and use grammar from context in the context of family life & home. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Weekend Meal Plan. Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Shared Home Tasks. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.G1 develops the ability to select and use grammar from context in the context of family life & home. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-g1","noteKey":"tr-g07-ingilizce-note-eng-7-4-g1","objective":"Students can select and use grammar from context in the context of family life & home","objectiveCode":"ENG.7.4.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-799","objectiveCode":"ENG.7.4.G1","objectiveText":"Students can select and use grammar from context in the context of family life & home","pdfPageIndex":798,"printedPageNumber":799,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-799","objectiveId":"ENG.7.4.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of family life & home","objectiveTitle":"Students can select and use grammar from context in the context of family life & home","objectives":["ENG.7.4.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-799","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-g1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-g1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can select and use grammar from context in the context of family life & home","topic":"Students can select and use grammar from context in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-g1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Weekend Meal Plan. Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Weekend Meal Plan. Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Shared Home Tasks. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Shared Home Tasks. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"5547b7481afd503f0457a3712b1e7b167091c150ece38cbecaa5953f2a256fc2","reviewDecisionSha256":"58abc58c20820d42954fbbab68791c825f865aae0290d7e3982e966430b595e9","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:5547b7481afd503f0457a3712b1e7b167091c150ece38cbecaa5953f2a256fc2","reviewedHash":"sha256:5547b7481afd503f0457a3712b1e7b167091c150ece38cbecaa5953f2a256fc2","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:58abc58c20820d42954fbbab68791c825f865aae0290d7e3982e966430b595e9; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-g1","contentProjectionSha256":"5547b7481afd503f0457a3712b1e7b167091c150ece38cbecaa5953f2a256fc2","reviewDecisionSha256":"58abc58c20820d42954fbbab68791c825f865aae0290d7e3982e966430b595e9","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.4.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.L1 develops the ability to prepare for listening and make predictions in the context of family life & home. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.L1 develops the ability to prepare for listening and make predictions in the context of family life & home. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-l1","noteKey":"tr-g07-ingilizce-note-eng-7-4-l1","objective":"Students can prepare for listening and make predictions in the context of family life & home","objectiveCode":"ENG.7.4.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","objectiveCode":"ENG.7.4.L1","objectiveText":"Students can prepare for listening and make predictions in the context of family life & home","pdfPageIndex":795,"printedPageNumber":796,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","objectiveId":"ENG.7.4.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of family life & home","objectiveTitle":"Students can prepare for listening and make predictions in the context of family life & home","objectives":["ENG.7.4.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-l1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-l1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can prepare for listening and make predictions in the context of family life & home","topic":"Students can prepare for listening and make predictions in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-l1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"6168a8c69c5b1079b29e587d087fbecf8fc5bbd9ee4a274602ae69274cf6a749","reviewDecisionSha256":"954260aa39826b42d6d1d89de6afb5ae59e7300719f3488d5f10d0f1727f7f0b","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:6168a8c69c5b1079b29e587d087fbecf8fc5bbd9ee4a274602ae69274cf6a749","reviewedHash":"sha256:6168a8c69c5b1079b29e587d087fbecf8fc5bbd9ee4a274602ae69274cf6a749","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:954260aa39826b42d6d1d89de6afb5ae59e7300719f3488d5f10d0f1727f7f0b; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-l1","contentProjectionSha256":"6168a8c69c5b1079b29e587d087fbecf8fc5bbd9ee4a274602ae69274cf6a749","reviewDecisionSha256":"954260aa39826b42d6d1d89de6afb5ae59e7300719f3488d5f10d0f1727f7f0b","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to identify the listening topic and key details in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: listen for signal words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.4.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.L2 develops the ability to identify the listening topic and key details in the context of family life & home. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: listen for signal words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.L2 develops the ability to identify the listening topic and key details in the context of family life & home. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-l2","noteKey":"tr-g07-ingilizce-note-eng-7-4-l2","objective":"Students can identify the listening topic and key details in the context of family life & home","objectiveCode":"ENG.7.4.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","objectiveCode":"ENG.7.4.L2","objectiveText":"Students can identify the listening topic and key details in the context of family life & home","pdfPageIndex":795,"printedPageNumber":796,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","objectiveId":"ENG.7.4.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of family life & home","objectiveTitle":"Students can identify the listening topic and key details in the context of family life & home","objectives":["ENG.7.4.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-796","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-l2-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-l2","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can identify the listening topic and key details in the context of family life & home","topic":"Students can identify the listening topic and key details in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-l2","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: listen for signal words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: listen for signal words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"0491d0f98ac6c4493aa400f085796a22a813172e2bd66c4ea81e439fbe276138","reviewDecisionSha256":"f9ed6075d4f770dc12f35b471874a8f1f5cc2b45b6d1a46aa1d92eaacf1bb0ea","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:0491d0f98ac6c4493aa400f085796a22a813172e2bd66c4ea81e439fbe276138","reviewedHash":"sha256:0491d0f98ac6c4493aa400f085796a22a813172e2bd66c4ea81e439fbe276138","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:f9ed6075d4f770dc12f35b471874a8f1f5cc2b45b6d1a46aa1d92eaacf1bb0ea; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-l2","contentProjectionSha256":"0491d0f98ac6c4493aa400f085796a22a813172e2bd66c4ea81e439fbe276138","reviewDecisionSha256":"f9ed6075d4f770dc12f35b471874a8f1f5cc2b45b6d1a46aa1d92eaacf1bb0ea","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Solution: classify it as a family meal plan and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.4.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.L3 develops the ability to classify, compare and infer meaning while listening in the context of family life & home. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Solution: classify it as a family meal plan and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.L3 develops the ability to classify, compare and infer meaning while listening in the context of family life & home. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. 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{"body":"You will learn to reflect on and share listening experiences in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.4.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.L4 develops the ability to reflect on and share listening experiences in the context of family life & home. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.L4 develops the ability to reflect on and share listening experiences in the context of family life & home. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the listening task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the listening task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'cook together on Saturday'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'organise the living room on Sunday'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.4.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of family life & home. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'cook together on Saturday'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'organise the living room on Sunday'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of family life & home. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-p1","noteKey":"tr-g07-ingilizce-note-eng-7-4-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","objectiveCode":"ENG.7.4.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","objectiveCode":"ENG.7.4.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","pdfPageIndex":796,"printedPageNumber":797,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","objectiveId":"ENG.7.4.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","objectives":["ENG.7.4.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-p1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-p1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","topic":"Students can use pronunciation, stress and intonation accurately in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-p1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'organise the living room on Sunday'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. 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{"body":"You will learn to prepare for reading and predict content in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.4.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.R1 develops the ability to prepare for reading and predict content in the context of family life & home. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.R1 develops the ability to prepare for reading and predict content in the context of family life & home. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-r1","noteKey":"tr-g07-ingilizce-note-eng-7-4-r1","objective":"Students can prepare for reading and predict content in the context of family life & home","objectiveCode":"ENG.7.4.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","objectiveCode":"ENG.7.4.R1","objectiveText":"Students can prepare for reading and predict content in the context of family life & home","pdfPageIndex":796,"printedPageNumber":797,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","objectiveId":"ENG.7.4.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of family life & home","objectiveTitle":"Students can prepare for reading and predict content in the context of family life & home","objectives":["ENG.7.4.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-797","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can prepare for reading and predict content in the context of family life & home","topic":"Students can prepare for reading and predict content in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Weekend Meal Plan', predict that it may explain a family meal plan. Solution: keep the prediction provisional, then use the source 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Shared Home Tasks'. Solution: replace that guess with a prediction about a home responsibility schedule, then verify it against 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"727e3a2fb62dd84bbe7a52a580831f852a3bfd1a9325293690f4d0c4ee01b0ac","reviewDecisionSha256":"8b50b031821899c5aea1a005e22dafc797ab4b7cb18399ed5ba90eb7ef435825","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:727e3a2fb62dd84bbe7a52a580831f852a3bfd1a9325293690f4d0c4ee01b0ac","reviewedHash":"sha256:727e3a2fb62dd84bbe7a52a580831f852a3bfd1a9325293690f4d0c4ee01b0ac","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:8b50b031821899c5aea1a005e22dafc797ab4b7cb18399ed5ba90eb7ef435825; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-r1","contentProjectionSha256":"727e3a2fb62dd84bbe7a52a580831f852a3bfd1a9325293690f4d0c4ee01b0ac","reviewDecisionSha256":"8b50b031821899c5aea1a005e22dafc797ab4b7cb18399ed5ba90eb7ef435825","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.4.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.R2 develops the ability to skim, scan and read for detail in the context of family life & home. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Task: find one exact supporting detail. Solution: record 'cook together on Saturday'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.R2 develops the ability to skim, scan and read for detail in the context of family life & home. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-r2","noteKey":"tr-g07-ingilizce-note-eng-7-4-r2","objective":"Students can skim, scan and read for detail in the context of family life & home","objectiveCode":"ENG.7.4.R2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveCode":"ENG.7.4.R2","objectiveText":"Students can skim, scan and read for detail in the context of family life & home","pdfPageIndex":797,"printedPageNumber":798,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveId":"ENG.7.4.R2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can skim, scan and read for detail in the context of family life & home","objectiveTitle":"Students can skim, scan and read for detail in the context of family life & home","objectives":["ENG.7.4.R2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.R2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r2-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r2","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r2-kapsam","subtopicTitle":"Students can skim, scan and read for detail in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can skim, scan and read for detail in the context of family life & home","topic":"Students can skim, scan and read for detail in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r2","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'organise the living room on Sunday'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'organise the living room on Sunday'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Solution: classify it as a family meal plan and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.4.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.R3 develops the ability to classify, compare and infer meaning while reading in the context of family life & home. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.' Solution: classify it as a family meal plan and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.R3 develops the ability to classify, compare and infer meaning while reading in the context of family life & home. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-r3","noteKey":"tr-g07-ingilizce-note-eng-7-4-r3","objective":"Students can classify, compare and infer meaning while reading in the context of family life & home","objectiveCode":"ENG.7.4.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveCode":"ENG.7.4.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of family life & home","pdfPageIndex":797,"printedPageNumber":798,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveId":"ENG.7.4.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of family life & home","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of family life & home","objectives":["ENG.7.4.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r3-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r3","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can classify, compare and infer meaning while reading in the context of family life & home","topic":"Students can classify, compare and infer meaning while reading in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-r3","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.'. Solution: identify the shared topic as a home responsibility schedule, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"faf5a1563623006392689f2a5b1434c52e042f8b4ff3db843b2c02ed732e004d","reviewDecisionSha256":"c56c117afe141772bb49f7f0bd7960df4cdc6b2ce7ee4796008c0180788dc407","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:faf5a1563623006392689f2a5b1434c52e042f8b4ff3db843b2c02ed732e004d","reviewedHash":"sha256:faf5a1563623006392689f2a5b1434c52e042f8b4ff3db843b2c02ed732e004d","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:c56c117afe141772bb49f7f0bd7960df4cdc6b2ce7ee4796008c0180788dc407; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-r3","contentProjectionSha256":"faf5a1563623006392689f2a5b1434c52e042f8b4ff3db843b2c02ed732e004d","reviewDecisionSha256":"c56c117afe141772bb49f7f0bd7960df4cdc6b2ce7ee4796008c0180788dc407","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.4.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.R4 develops the ability to reflect on and share reading experiences in the context of family life & home. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.R4 develops the ability to reflect on and share reading experiences in the context of family life & home. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.4.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S1 develops the ability to prepare and plan before speaking in the context of family life & home. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S1 develops the ability to prepare and plan before speaking in the context of family life & home. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-s1","noteKey":"tr-g07-ingilizce-note-eng-7-4-s1","objective":"Students can prepare and plan before speaking in the context of family life & home","objectiveCode":"ENG.7.4.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","objectiveCode":"ENG.7.4.S1","objectiveText":"Students can prepare and plan before speaking in the context of family life & home","pdfPageIndex":800,"printedPageNumber":801,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","objectiveId":"ENG.7.4.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of family life & home","objectiveTitle":"Students can prepare and plan before speaking in the context of family life & home","objectives":["ENG.7.4.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-s1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-s1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can prepare and plan before speaking in the context of family life & home","topic":"Students can prepare and plan before speaking in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-s1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.4.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S2 develops the ability to organise ideas for speaking in the context of family life & home. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S2 develops the ability to organise ideas for speaking in the context of family life & home. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.4.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S3 develops the ability to produce clear spoken language in the context of family life & home. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S3 develops the ability to produce clear spoken language in the context of family life & home. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.4.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S4 develops the ability to use interaction strategies in conversation in the context of family life & home. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S4 develops the ability to use interaction strategies in conversation in the context of family life & home. 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{"body":"You will learn to monitor and improve spoken language in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.4.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S5 develops the ability to monitor and improve spoken language in the context of family life & home. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of family life & home through age-appropriate sources about a family meal plan. 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Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Weekend Meal Plan'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'cook together on Saturday', make its relationship to a family meal plan explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Shared Home Tasks' is vague and the listener asks what 'shared' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'organise the living room on Sunday' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S5 develops the ability to monitor and improve spoken language in the context of family life & home. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.4.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.S6 develops the ability to reflect on and share the speaking process in the context of family life & home. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.S6 develops the ability to reflect on and share the speaking process in the context of family life & home. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-s6","noteKey":"tr-g07-ingilizce-note-eng-7-4-s6","objective":"Students can reflect on and share the speaking process in the context of family life & home","objectiveCode":"ENG.7.4.S6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-803","objectiveCode":"ENG.7.4.S6","objectiveText":"Students can reflect on and share the speaking process in the context of family life & home","pdfPageIndex":802,"printedPageNumber":803,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-803","objectiveId":"ENG.7.4.S6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the speaking process in the context of family life & home","objectiveTitle":"Students can reflect on and share the speaking process in the context of family life & home","objectives":["ENG.7.4.S6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.S6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-803","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-s6-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-s6","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-s6-kapsam","subtopicTitle":"Students can reflect on and share the speaking process in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can reflect on and share the speaking process in the context of family life & home","topic":"Students can reflect on and share the speaking process in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-s6","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"6ac6d2b1ae0c5d6eba87c488eb73533a1ab1f2ebffe46fd20ccb0987e7441a18","reviewDecisionSha256":"008be7433f8d49a1624f41b04e68aabe00113f25ac78cbcd3d34762eb7c6dd4b","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:6ac6d2b1ae0c5d6eba87c488eb73533a1ab1f2ebffe46fd20ccb0987e7441a18","reviewedHash":"sha256:6ac6d2b1ae0c5d6eba87c488eb73533a1ab1f2ebffe46fd20ccb0987e7441a18","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:008be7433f8d49a1624f41b04e68aabe00113f25ac78cbcd3d34762eb7c6dd4b; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-s6","contentProjectionSha256":"6ac6d2b1ae0c5d6eba87c488eb73533a1ab1f2ebffe46fd20ccb0987e7441a18","reviewDecisionSha256":"008be7433f8d49a1624f41b04e68aabe00113f25ac78cbcd3d34762eb7c6dd4b","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.', infer the contextual meaning of 'seasonal'. Solution: connect it with a family meal plan and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.', a learner selects an unrelated meaning for 'shared'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a home responsibility schedule, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.4.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.V1 develops the ability to select and use vocabulary from context in the context of family life & home. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.', infer the contextual meaning of 'seasonal'. Solution: connect it with a family meal plan and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.', a learner selects an unrelated meaning for 'shared'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a home responsibility schedule, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.V1 develops the ability to select and use vocabulary from context in the context of family life & home. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-v1","noteKey":"tr-g07-ingilizce-note-eng-7-4-v1","objective":"Students can select and use vocabulary from context in the context of family life & home","objectiveCode":"ENG.7.4.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveCode":"ENG.7.4.V1","objectiveText":"Students can select and use vocabulary from context in the context of family life & home","pdfPageIndex":797,"printedPageNumber":798,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","objectiveId":"ENG.7.4.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of family life & home","objectiveTitle":"Students can select and use vocabulary from context in the context of family life & home","objectives":["ENG.7.4.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-798","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-v1-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-v1","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can select and use vocabulary from context in the context of family life & home","topic":"Students can select and use vocabulary from context in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-v1","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.', infer the contextual meaning of 'seasonal'. Solution: connect it with a family meal plan and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'The family checks what is already in the kitchen, chooses two seasonal vegetables, writes a shopping list, and cooks together on Saturday.', infer the contextual meaning of 'seasonal'. Solution: connect it with a family meal plan and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.', a learner selects an unrelated meaning for 'shared'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a home responsibility schedule, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'Aras waters the plants on Monday and Thursday. His sister loads the dishwasher after dinner, while both organise the living room on Sunday.', a learner selects an unrelated meaning for 'shared'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a home responsibility schedule, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"77cdfe6392fed80a0c8eb19553dbe961c4d9422631bd56c0efb2785d18e0d8db","reviewDecisionSha256":"a3b07050636c17426dc079625c93bffd51f96f4fc0e9a07b425f2fdba0f21f5a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:77cdfe6392fed80a0c8eb19553dbe961c4d9422631bd56c0efb2785d18e0d8db","reviewedHash":"sha256:77cdfe6392fed80a0c8eb19553dbe961c4d9422631bd56c0efb2785d18e0d8db","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:a3b07050636c17426dc079625c93bffd51f96f4fc0e9a07b425f2fdba0f21f5a; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-v1","contentProjectionSha256":"77cdfe6392fed80a0c8eb19553dbe961c4d9422631bd56c0efb2785d18e0d8db","reviewDecisionSha256":"a3b07050636c17426dc079625c93bffd51f96f4fc0e9a07b425f2fdba0f21f5a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.4.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W1 develops the ability to prepare and plan before writing in the context of family life & home. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W1 develops the ability to prepare and plan before writing in the context of family life & home. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to organise ideas for writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.4.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W2 develops the ability to organise ideas for writing in the context of family life & home. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W2 develops the ability to organise ideas for writing in the context of family life & home. 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{"body":"You will learn to draft a clear written text in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.4.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W3 develops the ability to draft a clear written text in the context of family life & home. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W3 develops the ability to draft a clear written text in the context of family life & home. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. 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{"body":"You will learn to use vocabulary accurately in writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.4.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W4 develops the ability to use vocabulary accurately in writing in the context of family life & home. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W4 develops the ability to use vocabulary accurately in writing in the context of family life & home. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-w4","noteKey":"tr-g07-ingilizce-note-eng-7-4-w4","objective":"Students can use vocabulary accurately in writing in the context of family life & home","objectiveCode":"ENG.7.4.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-800","objectiveCode":"ENG.7.4.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of family life & home","pdfPageIndex":799,"printedPageNumber":800,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-800","objectiveId":"ENG.7.4.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of family life & home","objectiveTitle":"Students can use vocabulary accurately in writing in the context of family life & home","objectives":["ENG.7.4.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-800","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-w4-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-w4","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can use vocabulary accurately in writing in the context of family life & home","topic":"Students can use vocabulary accurately in writing in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-w4","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. 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{"body":"You will learn to use grammar and mechanics accurately in writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.4.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W5 develops the ability to use grammar and mechanics accurately in writing in the context of family life & home. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W5 develops the ability to use grammar and mechanics accurately in writing in the context of family life & home. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to revise and edit written work in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.4.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W6 develops the ability to revise and edit written work in the context of family life & home. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Weekend Meal Plan'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'cook together on Saturday', organise it for the intended reader, and check that every sentence supports a family meal plan rather than adding an unrelated claim.","Worked example 2 — Draft about 'Shared Home Tasks': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'shared', restore 'organise the living room on Sunday', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W6 develops the ability to revise and edit written work in the context of family life & home. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share the writing process in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.4.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.4.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.4.W7 develops the ability to reflect on and share the writing process in the context of family life & home. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-4-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of family life & home through age-appropriate sources about a family meal plan. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.4.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.4.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.4.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.4.W7 develops the ability to reflect on and share the writing process in the context of family life & home. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-4-w7","noteKey":"tr-g07-ingilizce-note-eng-7-4-w7","objective":"Students can reflect on and share the writing process in the context of family life & home","objectiveCode":"ENG.7.4.W7","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","objectiveCode":"ENG.7.4.W7","objectiveText":"Students can reflect on and share the writing process in the context of family life & home","pdfPageIndex":800,"printedPageNumber":801,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","objectiveId":"ENG.7.4.W7","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the writing process in the context of family life & home","objectiveTitle":"Students can reflect on and share the writing process in the context of family life & home","objectives":["ENG.7.4.W7"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.4.W7","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-801","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-w7-kapsam","topicKey":"tr-g07-ingilizce-u04-eng-7-4-w7","unitKey":"tr-g07-ingilizce-unit04-family-life-home"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.4.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u04-eng-7-4-w7-kapsam","subtopicTitle":"Students can reflect on and share the writing process in the context of family life & home","themeKey":"tr-g07-ingilizce-u04-family-life-home","themeTitle":"Family Life & Home","title":"Students can reflect on and share the writing process in the context of family life & home","topic":"Students can reflect on and share the writing process in the context of family life & home","topicKey":"tr-g07-ingilizce-u04-eng-7-4-w7","type":"note","unitKey":"tr-g07-ingilizce-unit04-family-life-home","unitNumber":4,"unitTitle":"FAMILY LIFE & HOME","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Weekend Meal Plan', write: 'I identified a family meal plan and verified cook together on Saturday, but I need to check the section containing seasonal once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Shared Home Tasks task I used organise the living room on Sunday accurately, but my explanation of shared was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"9e92dfdc57454ddc406cd6de638b713ba8995972c2043033032552e4f164fe3c","reviewDecisionSha256":"8b59706bd697f4239a4aa32bc7ef05b3d4d11b61968e36a86dade4af7fbebbca","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:9e92dfdc57454ddc406cd6de638b713ba8995972c2043033032552e4f164fe3c","reviewedHash":"sha256:9e92dfdc57454ddc406cd6de638b713ba8995972c2043033032552e4f164fe3c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:8b59706bd697f4239a4aa32bc7ef05b3d4d11b61968e36a86dade4af7fbebbca; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-4-w7","contentProjectionSha256":"9e92dfdc57454ddc406cd6de638b713ba8995972c2043033032552e4f164fe3c","reviewDecisionSha256":"8b59706bd697f4239a4aa32bc7ef05b3d4d11b61968e36a86dade4af7fbebbca","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Neighbourhood Repair Café. Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Safer Park Route. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.5.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.G1 develops the ability to select and use grammar from context in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Neighbourhood Repair Café. Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Safer Park Route. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.G1 develops the ability to select and use grammar from context in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-g1","noteKey":"tr-g07-ingilizce-note-eng-7-5-g1","objective":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-824","objectiveCode":"ENG.7.5.G1","objectiveText":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","pdfPageIndex":823,"printedPageNumber":824,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-824","objectiveId":"ENG.7.5.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-824","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-g1-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-g1","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","topic":"Students can select and use grammar from context in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-g1","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Neighbourhood Repair Café. Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Neighbourhood Repair Café. Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Safer Park Route. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Safer Park Route. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"54e37dd410a568ed7ef680d77c2747b50bfc3c30669e5587b217b42f92bb283e","reviewDecisionSha256":"19255299c48249aa9acc146638643cbb04c490db6b1924f5a58d3d1201aa48b3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:54e37dd410a568ed7ef680d77c2747b50bfc3c30669e5587b217b42f92bb283e","reviewedHash":"sha256:54e37dd410a568ed7ef680d77c2747b50bfc3c30669e5587b217b42f92bb283e","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:19255299c48249aa9acc146638643cbb04c490db6b1924f5a58d3d1201aa48b3; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-g1","contentProjectionSha256":"54e37dd410a568ed7ef680d77c2747b50bfc3c30669e5587b217b42f92bb283e","reviewDecisionSha256":"19255299c48249aa9acc146638643cbb04c490db6b1924f5a58d3d1201aa48b3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.5.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.L1 develops the ability to prepare for listening and make predictions in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.L1 develops the ability to prepare for listening and make predictions in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. 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{"body":"You will learn to identify the listening topic and key details in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: listen for signal words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.5.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.L2 develops the ability to identify the listening topic and key details in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: listen for signal words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.L2 develops the ability to identify the listening topic and key details in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-l2","noteKey":"tr-g07-ingilizce-note-eng-7-5-l2","objective":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-821","objectiveCode":"ENG.7.5.L2","objectiveText":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","pdfPageIndex":820,"printedPageNumber":821,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-821","objectiveId":"ENG.7.5.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-821","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-l2-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-l2","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","topic":"Students can identify the listening topic and key details in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-l2","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: listen for signal words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: listen for signal words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"9d11618e47e205ba1c4fdb6f71f979e4160e04bfd18655f7106f4abe173f6243","reviewDecisionSha256":"13def237f1308ed1a94e85c572475cabbffd4b0dfc45e877202c5058eb28000a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:9d11618e47e205ba1c4fdb6f71f979e4160e04bfd18655f7106f4abe173f6243","reviewedHash":"sha256:9d11618e47e205ba1c4fdb6f71f979e4160e04bfd18655f7106f4abe173f6243","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:13def237f1308ed1a94e85c572475cabbffd4b0dfc45e877202c5058eb28000a; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-l2","contentProjectionSha256":"9d11618e47e205ba1c4fdb6f71f979e4160e04bfd18655f7106f4abe173f6243","reviewDecisionSha256":"13def237f1308ed1a94e85c572475cabbffd4b0dfc45e877202c5058eb28000a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Solution: classify it as a community repair event and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.5.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Solution: classify it as a community repair event and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share listening experiences in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.5.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.L4 develops the ability to reflect on and share listening experiences in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.L4 develops the ability to reflect on and share listening experiences in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-l4","noteKey":"tr-g07-ingilizce-note-eng-7-5-l4","objective":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.L4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","objectiveCode":"ENG.7.5.L4","objectiveText":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","pdfPageIndex":821,"printedPageNumber":822,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","objectiveId":"ENG.7.5.L4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.L4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.L4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-l4-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-l4","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-l4-kapsam","subtopicTitle":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","topic":"Students can reflect on and share listening experiences in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-l4","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"218a8c309808e8b83faf02497e8c5a0ca2e29a05c130088bf6aabaacfe67c5ef","reviewDecisionSha256":"bbdb56ec1d60bc577606b143742ceb68980fb536f66aaf340fca06b4ad6d3fe2","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:218a8c309808e8b83faf02497e8c5a0ca2e29a05c130088bf6aabaacfe67c5ef","reviewedHash":"sha256:218a8c309808e8b83faf02497e8c5a0ca2e29a05c130088bf6aabaacfe67c5ef","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:bbdb56ec1d60bc577606b143742ceb68980fb536f66aaf340fca06b4ad6d3fe2; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-l4","contentProjectionSha256":"218a8c309808e8b83faf02497e8c5a0ca2e29a05c130088bf6aabaacfe67c5ef","reviewDecisionSha256":"bbdb56ec1d60bc577606b143742ceb68980fb536f66aaf340fca06b4ad6d3fe2","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'community centre from 11:00 to 14:00'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'two dark corners are marked'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.5.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'community centre from 11:00 to 14:00'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'two dark corners are marked'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'two dark corners are marked'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. 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{"body":"You will learn to prepare for reading and predict content in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.5.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.R1 develops the ability to prepare for reading and predict content in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.R1 develops the ability to prepare for reading and predict content in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-r1","noteKey":"tr-g07-ingilizce-note-eng-7-5-r1","objective":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","objectiveCode":"ENG.7.5.R1","objectiveText":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","pdfPageIndex":821,"printedPageNumber":822,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","objectiveId":"ENG.7.5.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-822","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-r1-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-r1","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","topic":"Students can prepare for reading and predict content in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-r1","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Neighbourhood Repair Café', predict that it may explain a community repair event. Solution: keep the prediction provisional, then use the source 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Safer Park Route'. Solution: replace that guess with a prediction about a neighbourhood safety study, then verify it against 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"64f0a39b4df0e4d0c91c75f834018c99628f0e4708b0dcc271560b89a3b46421","reviewDecisionSha256":"227dc1b6d89e979297ffc6dd037abfcd9438f86dcdbe3b74aaf08c8b379578d8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:64f0a39b4df0e4d0c91c75f834018c99628f0e4708b0dcc271560b89a3b46421","reviewedHash":"sha256:64f0a39b4df0e4d0c91c75f834018c99628f0e4708b0dcc271560b89a3b46421","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:227dc1b6d89e979297ffc6dd037abfcd9438f86dcdbe3b74aaf08c8b379578d8; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-r1","contentProjectionSha256":"64f0a39b4df0e4d0c91c75f834018c99628f0e4708b0dcc271560b89a3b46421","reviewDecisionSha256":"227dc1b6d89e979297ffc6dd037abfcd9438f86dcdbe3b74aaf08c8b379578d8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.5.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.R2 develops the ability to skim, scan and read for detail in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Task: find one exact supporting detail. Solution: record 'community centre from 11:00 to 14:00'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.R2 develops the ability to skim, scan and read for detail in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'two dark corners are marked'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'two dark corners are marked'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Solution: classify it as a community repair event and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.5.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.' Solution: classify it as a community repair event and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-r3","noteKey":"tr-g07-ingilizce-note-eng-7-5-r3","objective":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","objectiveCode":"ENG.7.5.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","pdfPageIndex":822,"printedPageNumber":823,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","objectiveId":"ENG.7.5.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-r3-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-r3","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","topic":"Students can classify, compare and infer meaning while reading in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-r3","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.'. Solution: identify the shared topic as a neighbourhood safety study, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"014956cb5fc2dc5f9d424b1b1e3af9a6501155116e49c6799b22d9a555e04aa0","reviewDecisionSha256":"c5f241a60614386fa9ea5929edd6eb93512d4b3cfa3cdd2fa361ed9e91aa738d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:014956cb5fc2dc5f9d424b1b1e3af9a6501155116e49c6799b22d9a555e04aa0","reviewedHash":"sha256:014956cb5fc2dc5f9d424b1b1e3af9a6501155116e49c6799b22d9a555e04aa0","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:c5f241a60614386fa9ea5929edd6eb93512d4b3cfa3cdd2fa361ed9e91aa738d; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-r3","contentProjectionSha256":"014956cb5fc2dc5f9d424b1b1e3af9a6501155116e49c6799b22d9a555e04aa0","reviewDecisionSha256":"c5f241a60614386fa9ea5929edd6eb93512d4b3cfa3cdd2fa361ed9e91aa738d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.5.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.R4 develops the ability to reflect on and share reading experiences in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.R4 develops the ability to reflect on and share reading experiences in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.5.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S1 develops the ability to prepare and plan before speaking in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S1 develops the ability to prepare and plan before speaking in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-s1","noteKey":"tr-g07-ingilizce-note-eng-7-5-s1","objective":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","objectiveCode":"ENG.7.5.S1","objectiveText":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","pdfPageIndex":825,"printedPageNumber":826,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","objectiveId":"ENG.7.5.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-s1-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-s1","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","topic":"Students can prepare and plan before speaking in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-s1","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"e527d52ebf994a88d7156c1819f1e0a76827e34273574f149ec6748a9c446047","reviewDecisionSha256":"bdb2218ebf3468b5cbdc16fa6396e835a8c2abaa98b3684f0d7d88d47fea96a8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:e527d52ebf994a88d7156c1819f1e0a76827e34273574f149ec6748a9c446047","reviewedHash":"sha256:e527d52ebf994a88d7156c1819f1e0a76827e34273574f149ec6748a9c446047","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:bdb2218ebf3468b5cbdc16fa6396e835a8c2abaa98b3684f0d7d88d47fea96a8; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-s1","contentProjectionSha256":"e527d52ebf994a88d7156c1819f1e0a76827e34273574f149ec6748a9c446047","reviewDecisionSha256":"bdb2218ebf3468b5cbdc16fa6396e835a8c2abaa98b3684f0d7d88d47fea96a8","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to organise ideas for speaking in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.5.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S2 develops the ability to organise ideas for speaking in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S2 develops the ability to organise ideas for speaking in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.5.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S3 develops the ability to produce clear spoken language in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S3 develops the ability to produce clear spoken language in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.5.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S4 develops the ability to use interaction strategies in conversation in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S4 develops the ability to use interaction strategies in conversation in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to monitor and improve spoken language in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.5.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S5 develops the ability to monitor and improve spoken language in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Neighbourhood Repair Café'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'community centre from 11:00 to 14:00', make its relationship to a community repair event explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Safer Park Route' is vague and the listener asks what 'route' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'two dark corners are marked' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S5 develops the ability to monitor and improve spoken language in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-s5","noteKey":"tr-g07-ingilizce-note-eng-7-5-s5","objective":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-827","objectiveCode":"ENG.7.5.S5","objectiveText":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","pdfPageIndex":826,"printedPageNumber":827,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-827","objectiveId":"ENG.7.5.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-827","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-s5-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-s5","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","topic":"Students can monitor and improve spoken language in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-s5","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.5.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.S6 develops the ability to reflect on and share the speaking process in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.S6 develops the ability to reflect on and share the speaking process in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"393bc4e917f69011a737e2417b951d01c5249a4a78fe4b7e1cb1bb96465ff5a4","reviewDecisionSha256":"d9c9c5ba59d2024f27ee0b0e23f0ac7da718b6b1fbd363c305dc37e75269b895","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:393bc4e917f69011a737e2417b951d01c5249a4a78fe4b7e1cb1bb96465ff5a4","reviewedHash":"sha256:393bc4e917f69011a737e2417b951d01c5249a4a78fe4b7e1cb1bb96465ff5a4","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d9c9c5ba59d2024f27ee0b0e23f0ac7da718b6b1fbd363c305dc37e75269b895; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-s6","contentProjectionSha256":"393bc4e917f69011a737e2417b951d01c5249a4a78fe4b7e1cb1bb96465ff5a4","reviewDecisionSha256":"d9c9c5ba59d2024f27ee0b0e23f0ac7da718b6b1fbd363c305dc37e75269b895","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.', infer the contextual meaning of 'volunteer'. Solution: connect it with a community repair event and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.', a learner selects an unrelated meaning for 'route'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a neighbourhood safety study, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.5.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.V1 develops the ability to select and use vocabulary from context in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'Volunteers inspect broken small items at the community centre from 11:00 to 14:00. Visitors register online and carry their own replacement parts.', infer the contextual meaning of 'volunteer'. Solution: connect it with a community repair event and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.', a learner selects an unrelated meaning for 'route'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a neighbourhood safety study, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.V1 develops the ability to select and use vocabulary from context in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-v1","noteKey":"tr-g07-ingilizce-note-eng-7-5-v1","objective":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","objectiveCode":"ENG.7.5.V1","objectiveText":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","pdfPageIndex":822,"printedPageNumber":823,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","objectiveId":"ENG.7.5.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-823","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-v1-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-v1","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","topic":"Students can select and use vocabulary from context in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-v1","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.', a learner selects an unrelated meaning for 'route'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a neighbourhood safety study, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'The youth council compares lighting on three routes, marks two dark corners, and recommends the path with working lamps and a pedestrian crossing.', a learner selects an unrelated meaning for 'route'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a neighbourhood safety study, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"ebea535c6c6e5224bc455d1d1a652ac122d921aaccebb1986916f8eba51bd2ee","reviewDecisionSha256":"cdc24fbeb4f6e57b7a51d02d939a65b06b3626c8b5fe80d40ce3e12f10184822","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:ebea535c6c6e5224bc455d1d1a652ac122d921aaccebb1986916f8eba51bd2ee","reviewedHash":"sha256:ebea535c6c6e5224bc455d1d1a652ac122d921aaccebb1986916f8eba51bd2ee","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:cdc24fbeb4f6e57b7a51d02d939a65b06b3626c8b5fe80d40ce3e12f10184822; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-v1","contentProjectionSha256":"ebea535c6c6e5224bc455d1d1a652ac122d921aaccebb1986916f8eba51bd2ee","reviewDecisionSha256":"cdc24fbeb4f6e57b7a51d02d939a65b06b3626c8b5fe80d40ce3e12f10184822","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.5.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W1 develops the ability to prepare and plan before writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W1 develops the ability to prepare and plan before writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to organise ideas for writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.5.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W2 develops the ability to organise ideas for writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. 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You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W2 develops the ability to organise ideas for writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-w2","noteKey":"tr-g07-ingilizce-note-eng-7-5-w2","objective":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","objectiveCode":"ENG.7.5.W2","objectiveText":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","pdfPageIndex":824,"printedPageNumber":825,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","objectiveId":"ENG.7.5.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w2-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w2","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","topic":"Students can organise ideas for writing in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w2","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"1007f10a7966a9008074cc17b7e21602c2808e1e1ddd77d770ab41284c6f8857","reviewDecisionSha256":"5f3422966e835c6548c05e1de118d59ea3ff14835c07005e18e69072dafde80d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:1007f10a7966a9008074cc17b7e21602c2808e1e1ddd77d770ab41284c6f8857","reviewedHash":"sha256:1007f10a7966a9008074cc17b7e21602c2808e1e1ddd77d770ab41284c6f8857","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:5f3422966e835c6548c05e1de118d59ea3ff14835c07005e18e69072dafde80d; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w2","contentProjectionSha256":"1007f10a7966a9008074cc17b7e21602c2808e1e1ddd77d770ab41284c6f8857","reviewDecisionSha256":"5f3422966e835c6548c05e1de118d59ea3ff14835c07005e18e69072dafde80d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to draft a clear written text in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.5.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W3 develops the ability to draft a clear written text in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W3 develops the ability to draft a clear written text in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"0ccd13e3c5df9f40a0ccff437069aae177d39bbda240a88ad96cc20a33e55d97","reviewDecisionSha256":"b41c96f0626d95027c350edc7b2dad5b59dc91bb6434b7fa81aa4f75c16bb133","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:0ccd13e3c5df9f40a0ccff437069aae177d39bbda240a88ad96cc20a33e55d97","reviewedHash":"sha256:0ccd13e3c5df9f40a0ccff437069aae177d39bbda240a88ad96cc20a33e55d97","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:b41c96f0626d95027c350edc7b2dad5b59dc91bb6434b7fa81aa4f75c16bb133; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w3","contentProjectionSha256":"0ccd13e3c5df9f40a0ccff437069aae177d39bbda240a88ad96cc20a33e55d97","reviewDecisionSha256":"b41c96f0626d95027c350edc7b2dad5b59dc91bb6434b7fa81aa4f75c16bb133","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.5.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W4 develops the ability to use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W4 develops the ability to use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-w4","noteKey":"tr-g07-ingilizce-note-eng-7-5-w4","objective":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","objectiveCode":"ENG.7.5.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","pdfPageIndex":824,"printedPageNumber":825,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","objectiveId":"ENG.7.5.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-825","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w4-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w4","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","topic":"Students can use vocabulary accurately in writing in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w4","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"ed11b389b8f90ee38188ddf4268e65b15ed0c7117fc1ff242ff5b4bccf7a9f4b","reviewDecisionSha256":"0809b1592aeccf3c33be3688ff7301b13d0dca7cb203e4ff88045975fac9c96f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:ed11b389b8f90ee38188ddf4268e65b15ed0c7117fc1ff242ff5b4bccf7a9f4b","reviewedHash":"sha256:ed11b389b8f90ee38188ddf4268e65b15ed0c7117fc1ff242ff5b4bccf7a9f4b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:0809b1592aeccf3c33be3688ff7301b13d0dca7cb203e4ff88045975fac9c96f; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w4","contentProjectionSha256":"ed11b389b8f90ee38188ddf4268e65b15ed0c7117fc1ff242ff5b4bccf7a9f4b","reviewDecisionSha256":"0809b1592aeccf3c33be3688ff7301b13d0dca7cb203e4ff88045975fac9c96f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use grammar and mechanics accurately in writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.5.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"65706b10bf4b979f6f9577a81de537bef6a606c490dfa798d266c5f9dc3e89dd","reviewDecisionSha256":"19ac0a57a038d8974271382eaade4f3b302b87f0c9d848b353bf3647be78fcbf","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:65706b10bf4b979f6f9577a81de537bef6a606c490dfa798d266c5f9dc3e89dd","reviewedHash":"sha256:65706b10bf4b979f6f9577a81de537bef6a606c490dfa798d266c5f9dc3e89dd","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:19ac0a57a038d8974271382eaade4f3b302b87f0c9d848b353bf3647be78fcbf; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w5","contentProjectionSha256":"65706b10bf4b979f6f9577a81de537bef6a606c490dfa798d266c5f9dc3e89dd","reviewDecisionSha256":"19ac0a57a038d8974271382eaade4f3b302b87f0c9d848b353bf3647be78fcbf","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to revise and edit written work in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.5.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W6 develops the ability to revise and edit written work in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W6 develops the ability to revise and edit written work in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-5-w6","noteKey":"tr-g07-ingilizce-note-eng-7-5-w6","objective":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","objectiveCode":"ENG.7.5.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","objectiveCode":"ENG.7.5.W6","objectiveText":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","pdfPageIndex":825,"printedPageNumber":826,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","objectiveId":"ENG.7.5.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","objectiveTitle":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","objectives":["ENG.7.5.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.5.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-826","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w6-kapsam","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w6","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.5.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u05-eng-7-5-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","themeKey":"tr-g07-ingilizce-u05-life-in-the-neighbourhood-city-and-social-life","themeTitle":"Life in the Neighbourhood & City and Social Life","title":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","topic":"Students can revise and edit written work in the context of life in the neighbourhood & city and social life","topicKey":"tr-g07-ingilizce-u05-eng-7-5-w6","type":"note","unitKey":"tr-g07-ingilizce-unit05-life-in-the-neighbourhood-city-and-social-life","unitNumber":5,"unitTitle":"LIFE IN THE NEIGHBOURHOOD & CITY AND SOCIAL LIFE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Neighbourhood Repair Café'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'community centre from 11:00 to 14:00', organise it for the intended reader, and check that every sentence supports a community repair event rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Safer Park Route': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'route', restore 'two dark corners are marked', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"96756b56552085a2cb42ce0e45759500f6cc30f1a4fc8b59213ab20f94a373ba","reviewDecisionSha256":"e9ccaa45aa067870dfad1ad23356774c01d1c683e40f0ff9898aae295899b582","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:96756b56552085a2cb42ce0e45759500f6cc30f1a4fc8b59213ab20f94a373ba","reviewedHash":"sha256:96756b56552085a2cb42ce0e45759500f6cc30f1a4fc8b59213ab20f94a373ba","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:e9ccaa45aa067870dfad1ad23356774c01d1c683e40f0ff9898aae295899b582; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w6","contentProjectionSha256":"96756b56552085a2cb42ce0e45759500f6cc30f1a4fc8b59213ab20f94a373ba","reviewDecisionSha256":"e9ccaa45aa067870dfad1ad23356774c01d1c683e40f0ff9898aae295899b582","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.5.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.5.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.5.W7 develops the ability to reflect on and share the writing process in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-5-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of life in the neighbourhood & city and social life through age-appropriate sources about a community repair event. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.5.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.5.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.5.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.5.W7 develops the ability to reflect on and share the writing process in the context of life in the neighbourhood & city and social life. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Neighbourhood Repair Café', write: 'I identified a community repair event and verified community centre from 11:00 to 14:00, but I need to check the section containing volunteer once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Safer Park Route task I used two dark corners are marked accurately, but my explanation of route was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"9a3f68226d92279a75f52d8ae04a8cf842cecff03f64f3918220c466a5b2d4df","reviewDecisionSha256":"9c5e9f655e115b5cf97ee132e37d5b83c1ed6c659aec408272372c501a2edeee","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:9a3f68226d92279a75f52d8ae04a8cf842cecff03f64f3918220c466a5b2d4df","reviewedHash":"sha256:9a3f68226d92279a75f52d8ae04a8cf842cecff03f64f3918220c466a5b2d4df","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:9c5e9f655e115b5cf97ee132e37d5b83c1ed6c659aec408272372c501a2edeee; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-5-w7","contentProjectionSha256":"9a3f68226d92279a75f52d8ae04a8cf842cecff03f64f3918220c466a5b2d4df","reviewDecisionSha256":"9c5e9f655e115b5cf97ee132e37d5b83c1ed6c659aec408272372c501a2edeee","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Postcards Across Cultures. Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: World Food Exhibit. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.6.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.G1 develops the ability to select and use grammar from context in the context of life in the world & culture. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Postcards Across Cultures. Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: World Food Exhibit. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.G1 develops the ability to select and use grammar from context in the context of life in the world & culture. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-g1","noteKey":"tr-g07-ingilizce-note-eng-7-6-g1","objective":"Students can select and use grammar from context in the context of life in the world & culture","objectiveCode":"ENG.7.6.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-849","objectiveCode":"ENG.7.6.G1","objectiveText":"Students can select and use grammar from context in the context of life in the world & culture","pdfPageIndex":848,"printedPageNumber":849,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-849","objectiveId":"ENG.7.6.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of life in the world & culture","objectiveTitle":"Students can select and use grammar from context in the context of life in the world & culture","objectives":["ENG.7.6.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-849","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-g1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-g1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can select and use grammar from context in the context of life in the world & culture","topic":"Students can select and use grammar from context in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-g1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Postcards Across Cultures. Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Postcards Across Cultures. Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: World Food Exhibit. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: World Food Exhibit. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"a30b00d2a005a0462d797b5ce0a315e8b5075a5c66267bc8b5f1b625f9765356","reviewDecisionSha256":"c799db278f8182f129cf308a10ca008e613d2a1d5f3f210c14ee3aaf4aa50d8a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:a30b00d2a005a0462d797b5ce0a315e8b5075a5c66267bc8b5f1b625f9765356","reviewedHash":"sha256:a30b00d2a005a0462d797b5ce0a315e8b5075a5c66267bc8b5f1b625f9765356","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:c799db278f8182f129cf308a10ca008e613d2a1d5f3f210c14ee3aaf4aa50d8a; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-g1","contentProjectionSha256":"a30b00d2a005a0462d797b5ce0a315e8b5075a5c66267bc8b5f1b625f9765356","reviewDecisionSha256":"c799db278f8182f129cf308a10ca008e613d2a1d5f3f210c14ee3aaf4aa50d8a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.6.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.L1 develops the ability to prepare for listening and make predictions in the context of life in the world & culture. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.L1 develops the ability to prepare for listening and make predictions in the context of life in the world & culture. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-l1","noteKey":"tr-g07-ingilizce-note-eng-7-6-l1","objective":"Students can prepare for listening and make predictions in the context of life in the world & culture","objectiveCode":"ENG.7.6.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","objectiveCode":"ENG.7.6.L1","objectiveText":"Students can prepare for listening and make predictions in the context of life in the world & culture","pdfPageIndex":845,"printedPageNumber":846,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","objectiveId":"ENG.7.6.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of life in the world & culture","objectiveTitle":"Students can prepare for listening and make predictions in the context of life in the world & culture","objectives":["ENG.7.6.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can prepare for listening and make predictions in the context of life in the world & culture","topic":"Students can prepare for listening and make predictions in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. 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{"body":"You will learn to identify the listening topic and key details in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: listen for signal words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.6.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.L2 develops the ability to identify the listening topic and key details in the context of life in the world & culture. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: listen for signal words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.L2 develops the ability to identify the listening topic and key details in the context of life in the world & culture. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-l2","noteKey":"tr-g07-ingilizce-note-eng-7-6-l2","objective":"Students can identify the listening topic and key details in the context of life in the world & culture","objectiveCode":"ENG.7.6.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","objectiveCode":"ENG.7.6.L2","objectiveText":"Students can identify the listening topic and key details in the context of life in the world & culture","pdfPageIndex":845,"printedPageNumber":846,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","objectiveId":"ENG.7.6.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of life in the world & culture","objectiveTitle":"Students can identify the listening topic and key details in the context of life in the world & culture","objectives":["ENG.7.6.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-846","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l2-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l2","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can identify the listening topic and key details in the context of life in the world & culture","topic":"Students can identify the listening topic and key details in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l2","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: listen for signal words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: listen for signal words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"a1f0b8ed944bedc2011373c098a6d3ab5079e0824034a6d1d2b5728bacfba396","reviewDecisionSha256":"2c0cdfc200fe9888e8649b2f98a8638ea1b6110c79e42e4185988702b9426911","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:a1f0b8ed944bedc2011373c098a6d3ab5079e0824034a6d1d2b5728bacfba396","reviewedHash":"sha256:a1f0b8ed944bedc2011373c098a6d3ab5079e0824034a6d1d2b5728bacfba396","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:2c0cdfc200fe9888e8649b2f98a8638ea1b6110c79e42e4185988702b9426911; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-l2","contentProjectionSha256":"a1f0b8ed944bedc2011373c098a6d3ab5079e0824034a6d1d2b5728bacfba396","reviewDecisionSha256":"2c0cdfc200fe9888e8649b2f98a8638ea1b6110c79e42e4185988702b9426911","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Solution: classify it as a cross-cultural postcard exchange and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.6.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the world & culture. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Solution: classify it as a cross-cultural postcard exchange and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the world & culture. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share listening experiences in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.6.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.L4 develops the ability to reflect on and share listening experiences in the context of life in the world & culture. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.L4 develops the ability to reflect on and share listening experiences in the context of life in the world & culture. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-l4","noteKey":"tr-g07-ingilizce-note-eng-7-6-l4","objective":"Students can reflect on and share listening experiences in the context of life in the world & culture","objectiveCode":"ENG.7.6.L4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveCode":"ENG.7.6.L4","objectiveText":"Students can reflect on and share listening experiences in the context of life in the world & culture","pdfPageIndex":846,"printedPageNumber":847,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveId":"ENG.7.6.L4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share listening experiences in the context of life in the world & culture","objectiveTitle":"Students can reflect on and share listening experiences in the context of life in the world & culture","objectives":["ENG.7.6.L4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.L4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l4-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l4","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-l4-kapsam","subtopicTitle":"Students can reflect on and share listening experiences in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can reflect on and share listening experiences in the context of life in the world & culture","topic":"Students can reflect on and share listening experiences in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-l4","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the listening task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the listening task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"bca1f519ef4aba6609153ea1970aa53cc8847105f6cd8ca51b9bc711f361520a","reviewDecisionSha256":"6a62f273780b35d0435b2a59e6b779dcd1edbf6e2b6b8637639891b361d3696a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:bca1f519ef4aba6609153ea1970aa53cc8847105f6cd8ca51b9bc711f361520a","reviewedHash":"sha256:bca1f519ef4aba6609153ea1970aa53cc8847105f6cd8ca51b9bc711f361520a","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:6a62f273780b35d0435b2a59e6b779dcd1edbf6e2b6b8637639891b361d3696a; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-l4","contentProjectionSha256":"bca1f519ef4aba6609153ea1970aa53cc8847105f6cd8ca51b9bc711f361520a","reviewDecisionSha256":"6a62f273780b35d0435b2a59e6b779dcd1edbf6e2b6b8637639891b361d3696a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'ask one respectful question'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'cite the description source'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.6.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the world & culture. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'ask one respectful question'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'cite the description source'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the world & culture. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-p1","noteKey":"tr-g07-ingilizce-note-eng-7-6-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","objectiveCode":"ENG.7.6.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveCode":"ENG.7.6.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","pdfPageIndex":846,"printedPageNumber":847,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveId":"ENG.7.6.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","objectives":["ENG.7.6.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-p1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-p1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","topic":"Students can use pronunciation, stress and intonation accurately in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-p1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Read the detail 'ask one respectful question'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","solution":"Worked example 1 — Read the detail 'ask one respectful question'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner stresses only articles in 'cite the description source'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'cite the description source'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"69482fb954a7c9fa05a0831cde0f481d2d491a2e9b13eb9b00ebf414184fab92","reviewDecisionSha256":"cbf4411e703908ec85a970554cbc88a8cd27a6f0f8e3ca368d8b0348c1e62c64","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:69482fb954a7c9fa05a0831cde0f481d2d491a2e9b13eb9b00ebf414184fab92","reviewedHash":"sha256:69482fb954a7c9fa05a0831cde0f481d2d491a2e9b13eb9b00ebf414184fab92","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:cbf4411e703908ec85a970554cbc88a8cd27a6f0f8e3ca368d8b0348c1e62c64; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-p1","contentProjectionSha256":"69482fb954a7c9fa05a0831cde0f481d2d491a2e9b13eb9b00ebf414184fab92","reviewDecisionSha256":"cbf4411e703908ec85a970554cbc88a8cd27a6f0f8e3ca368d8b0348c1e62c64","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for reading and predict content in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.6.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.R1 develops the ability to prepare for reading and predict content in the context of life in the world & culture. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.R1 develops the ability to prepare for reading and predict content in the context of life in the world & culture. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-r1","noteKey":"tr-g07-ingilizce-note-eng-7-6-r1","objective":"Students can prepare for reading and predict content in the context of life in the world & culture","objectiveCode":"ENG.7.6.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveCode":"ENG.7.6.R1","objectiveText":"Students can prepare for reading and predict content in the context of life in the world & culture","pdfPageIndex":846,"printedPageNumber":847,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","objectiveId":"ENG.7.6.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of life in the world & culture","objectiveTitle":"Students can prepare for reading and predict content in the context of life in the world & culture","objectives":["ENG.7.6.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-847","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-r1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-r1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can prepare for reading and predict content in the context of life in the world & culture","topic":"Students can prepare for reading and predict content in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-r1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Postcards Across Cultures', predict that it may explain a cross-cultural postcard exchange. Solution: keep the prediction provisional, then use the source 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'World Food Exhibit'. Solution: replace that guess with a prediction about a sourced cultural exhibit, then verify it against 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"ade7839bcb5d0f776dc05750a1ef60a24007099e9e520cd3b557d5d9469d9afe","reviewDecisionSha256":"5fa212566f0e761fb36205ae0a100a13434937fae8fb82e0ebdb5d8bde9dd912","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:ade7839bcb5d0f776dc05750a1ef60a24007099e9e520cd3b557d5d9469d9afe","reviewedHash":"sha256:ade7839bcb5d0f776dc05750a1ef60a24007099e9e520cd3b557d5d9469d9afe","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:5fa212566f0e761fb36205ae0a100a13434937fae8fb82e0ebdb5d8bde9dd912; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-r1","contentProjectionSha256":"ade7839bcb5d0f776dc05750a1ef60a24007099e9e520cd3b557d5d9469d9afe","reviewDecisionSha256":"5fa212566f0e761fb36205ae0a100a13434937fae8fb82e0ebdb5d8bde9dd912","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.6.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.R2 develops the ability to skim, scan and read for detail in the context of life in the world & culture. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Task: find one exact supporting detail. Solution: record 'ask one respectful question'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.R2 develops the ability to skim, scan and read for detail in the context of life in the world & culture. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'cite the description source'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'cite the description source'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Solution: classify it as a cross-cultural postcard exchange and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.6.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the world & culture. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.' Solution: classify it as a cross-cultural postcard exchange and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the world & culture. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-r3","noteKey":"tr-g07-ingilizce-note-eng-7-6-r3","objective":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","objectiveCode":"ENG.7.6.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","objectiveCode":"ENG.7.6.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","pdfPageIndex":847,"printedPageNumber":848,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","objectiveId":"ENG.7.6.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","objectives":["ENG.7.6.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-r3-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-r3","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","topic":"Students can classify, compare and infer meaning while reading in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-r3","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.'. Solution: identify the shared topic as a sourced cultural exhibit, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"6d0167dada077472308cd722648a5ceb9a70fe66e4be6f859ea09a6338e01768","reviewDecisionSha256":"8e76d4b67c69d2431857e7d62c4861f9e21a63a7340f2279a2a284d7633b5c13","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:6d0167dada077472308cd722648a5ceb9a70fe66e4be6f859ea09a6338e01768","reviewedHash":"sha256:6d0167dada077472308cd722648a5ceb9a70fe66e4be6f859ea09a6338e01768","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:8e76d4b67c69d2431857e7d62c4861f9e21a63a7340f2279a2a284d7633b5c13; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-r3","contentProjectionSha256":"6d0167dada077472308cd722648a5ceb9a70fe66e4be6f859ea09a6338e01768","reviewDecisionSha256":"8e76d4b67c69d2431857e7d62c4861f9e21a63a7340f2279a2a284d7633b5c13","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.6.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.R4 develops the ability to reflect on and share reading experiences in the context of life in the world & culture. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.R4 develops the ability to reflect on and share reading experiences in the context of life in the world & culture. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.6.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S1 develops the ability to prepare and plan before speaking in the context of life in the world & culture. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S1 develops the ability to prepare and plan before speaking in the context of life in the world & culture. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-s1","noteKey":"tr-g07-ingilizce-note-eng-7-6-s1","objective":"Students can prepare and plan before speaking in the context of life in the world & culture","objectiveCode":"ENG.7.6.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveCode":"ENG.7.6.S1","objectiveText":"Students can prepare and plan before speaking in the context of life in the world & culture","pdfPageIndex":850,"printedPageNumber":851,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveId":"ENG.7.6.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of life in the world & culture","objectiveTitle":"Students can prepare and plan before speaking in the context of life in the world & culture","objectives":["ENG.7.6.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can prepare and plan before speaking in the context of life in the world & culture","topic":"Students can prepare and plan before speaking in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.6.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S2 develops the ability to organise ideas for speaking in the context of life in the world & culture. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S2 develops the ability to organise ideas for speaking in the context of life in the world & culture. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.6.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S3 develops the ability to produce clear spoken language in the context of life in the world & culture. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to produce clear spoken language in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. 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Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S3 develops the ability to produce clear spoken language in the context of life in the world & culture. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-s3","noteKey":"tr-g07-ingilizce-note-eng-7-6-s3","objective":"Students can produce clear spoken language in the context of life in the world & culture","objectiveCode":"ENG.7.6.S3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveCode":"ENG.7.6.S3","objectiveText":"Students can produce clear spoken language in the context of life in the world & culture","pdfPageIndex":850,"printedPageNumber":851,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveId":"ENG.7.6.S3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can produce clear spoken language in the context of life in the world & culture","objectiveTitle":"Students can produce clear spoken language in the context of life in the world & culture","objectives":["ENG.7.6.S3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.S3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s3-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s3","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s3-kapsam","subtopicTitle":"Students can produce clear spoken language in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can produce clear spoken language in the context of life in the world & culture","topic":"Students can produce clear spoken language in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s3","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.6.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S4 develops the ability to use interaction strategies in conversation in the context of life in the world & culture. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S4 develops the ability to use interaction strategies in conversation in the context of life in the world & culture. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to monitor and improve spoken language in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.6.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S5 develops the ability to monitor and improve spoken language in the context of life in the world & culture. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Postcards Across Cultures'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'ask one respectful question', make its relationship to a cross-cultural postcard exchange explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'World Food Exhibit' is vague and the listener asks what 'source' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'cite the description source' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S5 develops the ability to monitor and improve spoken language in the context of life in the world & culture. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-s5","noteKey":"tr-g07-ingilizce-note-eng-7-6-s5","objective":"Students can monitor and improve spoken language in the context of life in the world & culture","objectiveCode":"ENG.7.6.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-852","objectiveCode":"ENG.7.6.S5","objectiveText":"Students can monitor and improve spoken language in the context of life in the world & culture","pdfPageIndex":851,"printedPageNumber":852,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-852","objectiveId":"ENG.7.6.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of life in the world & culture","objectiveTitle":"Students can monitor and improve spoken language in the context of life in the world & culture","objectives":["ENG.7.6.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-852","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s5-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s5","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can monitor and improve spoken language in the context of life in the world & culture","topic":"Students can monitor and improve spoken language in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-s5","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.6.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.S6 develops the ability to reflect on and share the speaking process in the context of life in the world & culture. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.S6 develops the ability to reflect on and share the speaking process in the context of life in the world & culture. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"aa178148741090ba77aa928cf89352fc1eafa7431ae653bb5c4ee8aa420ed99b","reviewDecisionSha256":"7e48e95092d3cd5aec140a9180dcd340a21553f96eb6c30ba1062ec1ca4f2a4d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:aa178148741090ba77aa928cf89352fc1eafa7431ae653bb5c4ee8aa420ed99b","reviewedHash":"sha256:aa178148741090ba77aa928cf89352fc1eafa7431ae653bb5c4ee8aa420ed99b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:7e48e95092d3cd5aec140a9180dcd340a21553f96eb6c30ba1062ec1ca4f2a4d; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-s6","contentProjectionSha256":"aa178148741090ba77aa928cf89352fc1eafa7431ae653bb5c4ee8aa420ed99b","reviewDecisionSha256":"7e48e95092d3cd5aec140a9180dcd340a21553f96eb6c30ba1062ec1ca4f2a4d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.', infer the contextual meaning of 'custom'. Solution: connect it with a cross-cultural postcard exchange and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.', a learner selects an unrelated meaning for 'source'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a sourced cultural exhibit, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.6.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.V1 develops the ability to select and use vocabulary from context in the context of life in the world & culture. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.', infer the contextual meaning of 'custom'. Solution: connect it with a cross-cultural postcard exchange and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.', a learner selects an unrelated meaning for 'source'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a sourced cultural exhibit, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.V1 develops the ability to select and use vocabulary from context in the context of life in the world & culture. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-v1","noteKey":"tr-g07-ingilizce-note-eng-7-6-v1","objective":"Students can select and use vocabulary from context in the context of life in the world & culture","objectiveCode":"ENG.7.6.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","objectiveCode":"ENG.7.6.V1","objectiveText":"Students can select and use vocabulary from context in the context of life in the world & culture","pdfPageIndex":847,"printedPageNumber":848,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","objectiveId":"ENG.7.6.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of life in the world & culture","objectiveTitle":"Students can select and use vocabulary from context in the context of life in the world & culture","objectives":["ENG.7.6.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-848","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-v1-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-v1","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can select and use vocabulary from context in the context of life in the world & culture","topic":"Students can select and use vocabulary from context in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-v1","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.', infer the contextual meaning of 'custom'. Solution: connect it with a cross-cultural postcard exchange and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'Partner classes exchange postcards about a daily custom. Each card explains the custom, avoids stereotypes, and asks one respectful question.', infer the contextual meaning of 'custom'. Solution: connect it with a cross-cultural postcard exchange and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.', a learner selects an unrelated meaning for 'source'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a sourced cultural exhibit, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'Groups research where one dish is eaten, identify two main ingredients, and cite the museum or cultural source used for the description.', a learner selects an unrelated meaning for 'source'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a sourced cultural exhibit, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"9194cca78c548cff65cd9b6537d8e75fc0c98f60a80fb17aa32b7eef456ba47a","reviewDecisionSha256":"ae5f66f38186f7879c42e10f0e91b2961d6f282b18a54c8923e3f128dd9761ce","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:9194cca78c548cff65cd9b6537d8e75fc0c98f60a80fb17aa32b7eef456ba47a","reviewedHash":"sha256:9194cca78c548cff65cd9b6537d8e75fc0c98f60a80fb17aa32b7eef456ba47a","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:ae5f66f38186f7879c42e10f0e91b2961d6f282b18a54c8923e3f128dd9761ce; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-v1","contentProjectionSha256":"9194cca78c548cff65cd9b6537d8e75fc0c98f60a80fb17aa32b7eef456ba47a","reviewDecisionSha256":"ae5f66f38186f7879c42e10f0e91b2961d6f282b18a54c8923e3f128dd9761ce","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.6.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W1 develops the ability to prepare and plan before writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W1 develops the ability to prepare and plan before writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. 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{"body":"You will learn to organise ideas for writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.6.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W2 develops the ability to organise ideas for writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W2 develops the ability to organise ideas for writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-w2","noteKey":"tr-g07-ingilizce-note-eng-7-6-w2","objective":"Students can organise ideas for writing in the context of life in the world & culture","objectiveCode":"ENG.7.6.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","objectiveCode":"ENG.7.6.W2","objectiveText":"Students can organise ideas for writing in the context of life in the world & culture","pdfPageIndex":849,"printedPageNumber":850,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","objectiveId":"ENG.7.6.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of life in the world & culture","objectiveTitle":"Students can organise ideas for writing in the context of life in the world & culture","objectives":["ENG.7.6.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w2-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w2","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can organise ideas for writing in the context of life in the world & culture","topic":"Students can organise ideas for writing in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w2","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. 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{"body":"You will learn to draft a clear written text in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.6.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W3 develops the ability to draft a clear written text in the context of life in the world & culture. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W3 develops the ability to draft a clear written text in the context of life in the world & culture. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. 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{"body":"You will learn to use vocabulary accurately in writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.6.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W4 develops the ability to use vocabulary accurately in writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W4 develops the ability to use vocabulary accurately in writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-w4","noteKey":"tr-g07-ingilizce-note-eng-7-6-w4","objective":"Students can use vocabulary accurately in writing in the context of life in the world & culture","objectiveCode":"ENG.7.6.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","objectiveCode":"ENG.7.6.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the world & culture","pdfPageIndex":849,"printedPageNumber":850,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","objectiveId":"ENG.7.6.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the world & culture","objectiveTitle":"Students can use vocabulary accurately in writing in the context of life in the world & culture","objectives":["ENG.7.6.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-850","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w4-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w4","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can use vocabulary accurately in writing in the context of life in the world & culture","topic":"Students can use vocabulary accurately in writing in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w4","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"86f5c63c1a0f01a38e2f518b3b89fbce9dae8247fd03e2d2371938dbe3aed389","reviewDecisionSha256":"d52fa6057aae180e66eb21646aee9f819018e15ca075281fbfc94c13a2ee591d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:86f5c63c1a0f01a38e2f518b3b89fbce9dae8247fd03e2d2371938dbe3aed389","reviewedHash":"sha256:86f5c63c1a0f01a38e2f518b3b89fbce9dae8247fd03e2d2371938dbe3aed389","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d52fa6057aae180e66eb21646aee9f819018e15ca075281fbfc94c13a2ee591d; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-w4","contentProjectionSha256":"86f5c63c1a0f01a38e2f518b3b89fbce9dae8247fd03e2d2371938dbe3aed389","reviewDecisionSha256":"d52fa6057aae180e66eb21646aee9f819018e15ca075281fbfc94c13a2ee591d","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use grammar and mechanics accurately in writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.6.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the world & culture. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-w5","noteKey":"tr-g07-ingilizce-note-eng-7-6-w5","objective":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","objectiveCode":"ENG.7.6.W5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveCode":"ENG.7.6.W5","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","pdfPageIndex":850,"printedPageNumber":851,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveId":"ENG.7.6.W5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","objectiveTitle":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","objectives":["ENG.7.6.W5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.W5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w5-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w5","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w5-kapsam","subtopicTitle":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","topic":"Students can use grammar and mechanics accurately in writing in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w5","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. 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{"body":"You will learn to revise and edit written work in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.6.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W6 develops the ability to revise and edit written work in the context of life in the world & culture. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W6 develops the ability to revise and edit written work in the context of life in the world & culture. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-6-w6","noteKey":"tr-g07-ingilizce-note-eng-7-6-w6","objective":"Students can revise and edit written work in the context of life in the world & culture","objectiveCode":"ENG.7.6.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveCode":"ENG.7.6.W6","objectiveText":"Students can revise and edit written work in the context of life in the world & culture","pdfPageIndex":850,"printedPageNumber":851,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","objectiveId":"ENG.7.6.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of life in the world & culture","objectiveTitle":"Students can revise and edit written work in the context of life in the world & culture","objectives":["ENG.7.6.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.6.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-851","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w6-kapsam","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w6","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.6.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u06-eng-7-6-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of life in the world & culture","themeKey":"tr-g07-ingilizce-u06-life-in-the-world-culture","themeTitle":"Life in the World & Culture","title":"Students can revise and edit written work in the context of life in the world & culture","topic":"Students can revise and edit written work in the context of life in the world & culture","topicKey":"tr-g07-ingilizce-u06-eng-7-6-w6","type":"note","unitKey":"tr-g07-ingilizce-unit06-life-in-the-world-culture","unitNumber":6,"unitTitle":"LIFE IN THE WORLD & CULTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Postcards Across Cultures'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'ask one respectful question', organise it for the intended reader, and check that every sentence supports a cross-cultural postcard exchange rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'World Food Exhibit': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'source', restore 'cite the description source', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"0b8af11e24c42bdb36923ff56a7aa1283431aad086859264cc0241d7db2ce16d","reviewDecisionSha256":"d9fd8e0a7a999136e6d06b53be43be7d990cf6910c2f5cae909d99c0f899a235","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:0b8af11e24c42bdb36923ff56a7aa1283431aad086859264cc0241d7db2ce16d","reviewedHash":"sha256:0b8af11e24c42bdb36923ff56a7aa1283431aad086859264cc0241d7db2ce16d","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:d9fd8e0a7a999136e6d06b53be43be7d990cf6910c2f5cae909d99c0f899a235; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-w6","contentProjectionSha256":"0b8af11e24c42bdb36923ff56a7aa1283431aad086859264cc0241d7db2ce16d","reviewDecisionSha256":"d9fd8e0a7a999136e6d06b53be43be7d990cf6910c2f5cae909d99c0f899a235","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.6.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.6.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.6.W7 develops the ability to reflect on and share the writing process in the context of life in the world & culture. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-6-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of life in the world & culture through age-appropriate sources about a cross-cultural postcard exchange. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.6.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.6.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.6.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.6.W7 develops the ability to reflect on and share the writing process in the context of life in the world & culture. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the writing task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the writing task on 'Postcards Across Cultures', write: 'I identified a cross-cultural postcard exchange and verified ask one respectful question, but I need to check the section containing custom once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the World Food Exhibit task I used cite the description source accurately, but my explanation of source was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"3b2539b2c940988f851136805356a1a0e15178052ad5e1c4bbd2442746189f9c","reviewDecisionSha256":"0d19cc1ea1667684ce417e15f2cb2fad4eeb9208e9f0a370ee27f004efe3369f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:3b2539b2c940988f851136805356a1a0e15178052ad5e1c4bbd2442746189f9c","reviewedHash":"sha256:3b2539b2c940988f851136805356a1a0e15178052ad5e1c4bbd2442746189f9c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:0d19cc1ea1667684ce417e15f2cb2fad4eeb9208e9f0a370ee27f004efe3369f; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-6-w7","contentProjectionSha256":"3b2539b2c940988f851136805356a1a0e15178052ad5e1c4bbd2442746189f9c","reviewDecisionSha256":"0d19cc1ea1667684ce417e15f2cb2fad4eeb9208e9f0a370ee27f004efe3369f","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use grammar from context in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Wetland Bird Count. Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Forest Soil Check. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.7.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.G1 develops the ability to select and use grammar from context in the context of life in nature. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Wetland Bird Count. Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Forest Soil Check. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.G1 develops the ability to select and use grammar from context in the context of life in nature. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-g1","noteKey":"tr-g07-ingilizce-note-eng-7-7-g1","objective":"Students can select and use grammar from context in the context of life in nature","objectiveCode":"ENG.7.7.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","objectiveCode":"ENG.7.7.G1","objectiveText":"Students can select and use grammar from context in the context of life in nature","pdfPageIndex":873,"printedPageNumber":874,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","objectiveId":"ENG.7.7.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of life in nature","objectiveTitle":"Students can select and use grammar from context in the context of life in nature","objectives":["ENG.7.7.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-g1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-g1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can select and use grammar from context in the context of life in nature","topic":"Students can select and use grammar from context in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-g1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Wetland Bird Count. Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Wetland Bird Count. Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Forest Soil Check. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Forest Soil Check. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"5d9e7b8ea4429cf777ef29dcf0e0536503d49e261230f6cc940c61bd66244765","reviewDecisionSha256":"b752e7672eb3c874645de3ed70810ba8b392d04474d8ebb7b414aec4ba3155ec","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:5d9e7b8ea4429cf777ef29dcf0e0536503d49e261230f6cc940c61bd66244765","reviewedHash":"sha256:5d9e7b8ea4429cf777ef29dcf0e0536503d49e261230f6cc940c61bd66244765","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:b752e7672eb3c874645de3ed70810ba8b392d04474d8ebb7b414aec4ba3155ec; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-g1","contentProjectionSha256":"5d9e7b8ea4429cf777ef29dcf0e0536503d49e261230f6cc940c61bd66244765","reviewDecisionSha256":"b752e7672eb3c874645de3ed70810ba8b392d04474d8ebb7b414aec4ba3155ec","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Wetland Bird Count', predict that it may explain a low-impact bird survey. Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.7.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.L1 develops the ability to prepare for listening and make predictions in the context of life in nature. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Wetland Bird Count', predict that it may explain a low-impact bird survey. Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.L1 develops the ability to prepare for listening and make predictions in the context of life in nature. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-l1","noteKey":"tr-g07-ingilizce-note-eng-7-7-l1","objective":"Students can prepare for listening and make predictions in the context of life in nature","objectiveCode":"ENG.7.7.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveCode":"ENG.7.7.L1","objectiveText":"Students can prepare for listening and make predictions in the context of life in nature","pdfPageIndex":870,"printedPageNumber":871,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveId":"ENG.7.7.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of life in nature","objectiveTitle":"Students can prepare for listening and make predictions in the context of life in nature","objectives":["ENG.7.7.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can prepare for listening and make predictions in the context of life in nature","topic":"Students can prepare for listening and make predictions in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. 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{"body":"You will learn to identify the listening topic and key details in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: listen for signal words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.7.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.L2 develops the ability to identify the listening topic and key details in the context of life in nature. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: listen for signal words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.L2 develops the ability to identify the listening topic and key details in the context of life in nature. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-l2","noteKey":"tr-g07-ingilizce-note-eng-7-7-l2","objective":"Students can identify the listening topic and key details in the context of life in nature","objectiveCode":"ENG.7.7.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveCode":"ENG.7.7.L2","objectiveText":"Students can identify the listening topic and key details in the context of life in nature","pdfPageIndex":870,"printedPageNumber":871,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveId":"ENG.7.7.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of life in nature","objectiveTitle":"Students can identify the listening topic and key details in the context of life in nature","objectives":["ENG.7.7.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l2-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l2","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can identify the listening topic and key details in the context of life in nature","topic":"Students can identify the listening topic and key details in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l2","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","solution":"Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: listen for signal words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: listen for signal words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"3952e0b9f80f3df9b2f6fdec313467f1bff15adbeaab1dd9e71141535abbe63c","reviewDecisionSha256":"f6609bf2032d3d45b7b2cd42bbd953cb8bb2d8d1cede07360cb9c9127e94a490","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:3952e0b9f80f3df9b2f6fdec313467f1bff15adbeaab1dd9e71141535abbe63c","reviewedHash":"sha256:3952e0b9f80f3df9b2f6fdec313467f1bff15adbeaab1dd9e71141535abbe63c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:f6609bf2032d3d45b7b2cd42bbd953cb8bb2d8d1cede07360cb9c9127e94a490; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-l2","contentProjectionSha256":"3952e0b9f80f3df9b2f6fdec313467f1bff15adbeaab1dd9e71141535abbe63c","reviewDecisionSha256":"f6609bf2032d3d45b7b2cd42bbd953cb8bb2d8d1cede07360cb9c9127e94a490","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Solution: classify it as a low-impact bird survey and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.7.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in nature. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Solution: classify it as a low-impact bird survey and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in nature. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share listening experiences in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.7.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.L4 develops the ability to reflect on and share listening experiences in the context of life in nature. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.L4 develops the ability to reflect on and share listening experiences in the context of life in nature. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-l4","noteKey":"tr-g07-ingilizce-note-eng-7-7-l4","objective":"Students can reflect on and share listening experiences in the context of life in nature","objectiveCode":"ENG.7.7.L4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveCode":"ENG.7.7.L4","objectiveText":"Students can reflect on and share listening experiences in the context of life in nature","pdfPageIndex":870,"printedPageNumber":871,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","objectiveId":"ENG.7.7.L4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share listening experiences in the context of life in nature","objectiveTitle":"Students can reflect on and share listening experiences in the context of life in nature","objectives":["ENG.7.7.L4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.L4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-871","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l4-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l4","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-l4-kapsam","subtopicTitle":"Students can reflect on and share listening experiences in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can reflect on and share listening experiences in the context of life in nature","topic":"Students can reflect on and share listening experiences in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-l4","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the listening task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the listening task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"17a981281d9c971f54d5aea5c6f7f6f0c91bf266e7bb1b879fe1f4bba3057591","reviewDecisionSha256":"c23d91583868f7ab2f4b7b6593431db768805c714cd0c69f55673dd83231b92c","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:17a981281d9c971f54d5aea5c6f7f6f0c91bf266e7bb1b879fe1f4bba3057591","reviewedHash":"sha256:17a981281d9c971f54d5aea5c6f7f6f0c91bf266e7bb1b879fe1f4bba3057591","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:c23d91583868f7ab2f4b7b6593431db768805c714cd0c69f55673dd83231b92c; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-l4","contentProjectionSha256":"17a981281d9c971f54d5aea5c6f7f6f0c91bf266e7bb1b879fe1f4bba3057591","reviewDecisionSha256":"c23d91583868f7ab2f4b7b6593431db768805c714cd0c69f55673dd83231b92c","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'count for fifteen minutes'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'compare two approved points'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.7.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in nature. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'count for fifteen minutes'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'compare two approved points'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in nature. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-p1","noteKey":"tr-g07-ingilizce-note-eng-7-7-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","objectiveCode":"ENG.7.7.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveCode":"ENG.7.7.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","pdfPageIndex":871,"printedPageNumber":872,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveId":"ENG.7.7.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","objectives":["ENG.7.7.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-p1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-p1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","topic":"Students can use pronunciation, stress and intonation accurately in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-p1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'compare two approved points'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. 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{"body":"You will learn to prepare for reading and predict content in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Wetland Bird Count', predict that it may explain a low-impact bird survey. Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.7.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.R1 develops the ability to prepare for reading and predict content in the context of life in nature. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Wetland Bird Count', predict that it may explain a low-impact bird survey. Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.R1 develops the ability to prepare for reading and predict content in the context of life in nature. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-r1","noteKey":"tr-g07-ingilizce-note-eng-7-7-r1","objective":"Students can prepare for reading and predict content in the context of life in nature","objectiveCode":"ENG.7.7.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveCode":"ENG.7.7.R1","objectiveText":"Students can prepare for reading and predict content in the context of life in nature","pdfPageIndex":871,"printedPageNumber":872,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveId":"ENG.7.7.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of life in nature","objectiveTitle":"Students can prepare for reading and predict content in the context of life in nature","objectives":["ENG.7.7.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can prepare for reading and predict content in the context of life in nature","topic":"Students can prepare for reading and predict content in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: keep the prediction provisional, then use the source 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Forest Soil Check'. Solution: replace that guess with a prediction about a careful forest observation, then verify it against 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"def82b6592050fa4f5bc24bcc89727071e552112fbfd7a2dce9cb6b6c028704c","reviewDecisionSha256":"4d57941c4ad92488a9447ffed3fed09040d6c8b073b62eb038e45a18a9017323","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:def82b6592050fa4f5bc24bcc89727071e552112fbfd7a2dce9cb6b6c028704c","reviewedHash":"sha256:def82b6592050fa4f5bc24bcc89727071e552112fbfd7a2dce9cb6b6c028704c","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:4d57941c4ad92488a9447ffed3fed09040d6c8b073b62eb038e45a18a9017323; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-r1","contentProjectionSha256":"def82b6592050fa4f5bc24bcc89727071e552112fbfd7a2dce9cb6b6c028704c","reviewDecisionSha256":"4d57941c4ad92488a9447ffed3fed09040d6c8b073b62eb038e45a18a9017323","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.7.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.R2 develops the ability to skim, scan and read for detail in the context of life in nature. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Task: find one exact supporting detail. Solution: record 'count for fifteen minutes'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.R2 develops the ability to skim, scan and read for detail in the context of life in nature. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-r2","noteKey":"tr-g07-ingilizce-note-eng-7-7-r2","objective":"Students can skim, scan and read for detail in the context of life in nature","objectiveCode":"ENG.7.7.R2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveCode":"ENG.7.7.R2","objectiveText":"Students can skim, scan and read for detail in the context of life in nature","pdfPageIndex":871,"printedPageNumber":872,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","objectiveId":"ENG.7.7.R2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can skim, scan and read for detail in the context of life in nature","objectiveTitle":"Students can skim, scan and read for detail in the context of life in nature","objectives":["ENG.7.7.R2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.R2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-872","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r2-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r2","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to skim, scan and read for detail."},{"component":"b","text":"Learners apply the R2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r2-kapsam","subtopicTitle":"Students can skim, scan and read for detail in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can skim, scan and read for detail in the context of life in nature","topic":"Students can skim, scan and read for detail in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r2","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'compare two approved points'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'compare two approved points'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Solution: classify it as a low-impact bird survey and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.7.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in nature. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.' Solution: classify it as a low-impact bird survey and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in nature. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-r3","noteKey":"tr-g07-ingilizce-note-eng-7-7-r3","objective":"Students can classify, compare and infer meaning while reading in the context of life in nature","objectiveCode":"ENG.7.7.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","objectiveCode":"ENG.7.7.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in nature","pdfPageIndex":872,"printedPageNumber":873,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","objectiveId":"ENG.7.7.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in nature","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of life in nature","objectives":["ENG.7.7.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r3-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r3","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can classify, compare and infer meaning while reading in the context of life in nature","topic":"Students can classify, compare and infer meaning while reading in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-r3","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.'. Solution: identify the shared topic as a careful forest observation, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"25d028145e2eb82eb34f59c162943c992933b0c0205a32bd4b9227b4203637d3","reviewDecisionSha256":"98bb392d067aa73e409e1945d5008e50f607b81287754d80999ec91f478ef867","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:25d028145e2eb82eb34f59c162943c992933b0c0205a32bd4b9227b4203637d3","reviewedHash":"sha256:25d028145e2eb82eb34f59c162943c992933b0c0205a32bd4b9227b4203637d3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:98bb392d067aa73e409e1945d5008e50f607b81287754d80999ec91f478ef867; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-r3","contentProjectionSha256":"25d028145e2eb82eb34f59c162943c992933b0c0205a32bd4b9227b4203637d3","reviewDecisionSha256":"98bb392d067aa73e409e1945d5008e50f607b81287754d80999ec91f478ef867","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.7.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.R4 develops the ability to reflect on and share reading experiences in the context of life in nature. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.R4 develops the ability to reflect on and share reading experiences in the context of life in nature. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.7.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S1 develops the ability to prepare and plan before speaking in the context of life in nature. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S1 develops the ability to prepare and plan before speaking in the context of life in nature. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-s1","noteKey":"tr-g07-ingilizce-note-eng-7-7-s1","objective":"Students can prepare and plan before speaking in the context of life in nature","objectiveCode":"ENG.7.7.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveCode":"ENG.7.7.S1","objectiveText":"Students can prepare and plan before speaking in the context of life in nature","pdfPageIndex":875,"printedPageNumber":876,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveId":"ENG.7.7.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of life in nature","objectiveTitle":"Students can prepare and plan before speaking in the context of life in nature","objectives":["ENG.7.7.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-s1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-s1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can prepare and plan before speaking in the context of life in nature","topic":"Students can prepare and plan before speaking in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-s1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.7.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S2 develops the ability to organise ideas for speaking in the context of life in nature. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S2 develops the ability to organise ideas for speaking in the context of life in nature. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.7.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S3 develops the ability to produce clear spoken language in the context of life in nature. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to produce clear spoken language in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S3 develops the ability to produce clear spoken language in the context of life in nature. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-s3","noteKey":"tr-g07-ingilizce-note-eng-7-7-s3","objective":"Students can produce clear spoken language in the context of life in nature","objectiveCode":"ENG.7.7.S3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveCode":"ENG.7.7.S3","objectiveText":"Students can produce clear spoken language in the context of life in nature","pdfPageIndex":875,"printedPageNumber":876,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveId":"ENG.7.7.S3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can produce clear spoken language in the context of life in nature","objectiveTitle":"Students can produce clear spoken language in the context of life in nature","objectives":["ENG.7.7.S3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.S3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-s3-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-s3","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-s3-kapsam","subtopicTitle":"Students can produce clear spoken language in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can produce clear spoken language in the context of life in nature","topic":"Students can produce clear spoken language in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-s3","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.7.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S4 develops the ability to use interaction strategies in conversation in the context of life in nature. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S4 develops the ability to use interaction strategies in conversation in the context of life in nature. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to monitor and improve spoken language in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.7.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S5 develops the ability to monitor and improve spoken language in the context of life in nature. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Wetland Bird Count'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'count for fifteen minutes', make its relationship to a low-impact bird survey explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Forest Soil Check' is vague and the listener asks what 'moisture' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'compare two approved points' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S5 develops the ability to monitor and improve spoken language in the context of life in nature. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.7.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.S6 develops the ability to reflect on and share the speaking process in the context of life in nature. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.S6 develops the ability to reflect on and share the speaking process in the context of life in nature. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to select and use vocabulary from context in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.', infer the contextual meaning of 'observe'. Solution: connect it with a low-impact bird survey and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.', a learner selects an unrelated meaning for 'moisture'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a careful forest observation, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.7.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.V1 develops the ability to select and use vocabulary from context in the context of life in nature. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.', infer the contextual meaning of 'observe'. Solution: connect it with a low-impact bird survey and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.', a learner selects an unrelated meaning for 'moisture'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a careful forest observation, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.V1 develops the ability to select and use vocabulary from context in the context of life in nature. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-v1","noteKey":"tr-g07-ingilizce-note-eng-7-7-v1","objective":"Students can select and use vocabulary from context in the context of life in nature","objectiveCode":"ENG.7.7.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","objectiveCode":"ENG.7.7.V1","objectiveText":"Students can select and use vocabulary from context in the context of life in nature","pdfPageIndex":872,"printedPageNumber":873,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","objectiveId":"ENG.7.7.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of life in nature","objectiveTitle":"Students can select and use vocabulary from context in the context of life in nature","objectives":["ENG.7.7.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-873","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-v1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-v1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can select and use vocabulary from context in the context of life in nature","topic":"Students can select and use vocabulary from context in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-v1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.', infer the contextual meaning of 'observe'. Solution: connect it with a low-impact bird survey and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'Observers stay on the marked path, count birds for fifteen minutes, record weather conditions, and avoid playing recorded bird calls.', infer the contextual meaning of 'observe'. Solution: connect it with a low-impact bird survey and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.', a learner selects an unrelated meaning for 'moisture'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a careful forest observation, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'Students collect no plants. They compare soil moisture at two approved points, photograph the ground, and return every loose stone to its place.', a learner selects an unrelated meaning for 'moisture'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a careful forest observation, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"e9b41bc8ce80071a124321e9ca3ee27525d86c17bdf4eed2d7771284b05f0099","reviewDecisionSha256":"6d2c9d05787d2d5aa4568c9a90a43f647b7458a0189081604b4aca316842a269","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:e9b41bc8ce80071a124321e9ca3ee27525d86c17bdf4eed2d7771284b05f0099","reviewedHash":"sha256:e9b41bc8ce80071a124321e9ca3ee27525d86c17bdf4eed2d7771284b05f0099","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:6d2c9d05787d2d5aa4568c9a90a43f647b7458a0189081604b4aca316842a269; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-v1","contentProjectionSha256":"e9b41bc8ce80071a124321e9ca3ee27525d86c17bdf4eed2d7771284b05f0099","reviewDecisionSha256":"6d2c9d05787d2d5aa4568c9a90a43f647b7458a0189081604b4aca316842a269","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.7.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W1 develops the ability to prepare and plan before writing in the context of life in nature. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W1 develops the ability to prepare and plan before writing in the context of life in nature. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-w1","noteKey":"tr-g07-ingilizce-note-eng-7-7-w1","objective":"Students can prepare and plan before writing in the context of life in nature","objectiveCode":"ENG.7.7.W1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","objectiveCode":"ENG.7.7.W1","objectiveText":"Students can prepare and plan before writing in the context of life in nature","pdfPageIndex":873,"printedPageNumber":874,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","objectiveId":"ENG.7.7.W1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before writing in the context of life in nature","objectiveTitle":"Students can prepare and plan before writing in the context of life in nature","objectives":["ENG.7.7.W1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.W1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-874","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w1-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w1","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before writing."},{"component":"b","text":"Learners apply the W1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w1-kapsam","subtopicTitle":"Students can prepare and plan before writing in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can prepare and plan before writing in the context of life in nature","topic":"Students can prepare and plan before writing in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w1","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. 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{"body":"You will learn to organise ideas for writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.7.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W2 develops the ability to organise ideas for writing in the context of life in nature. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W2 develops the ability to organise ideas for writing in the context of life in nature. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-w2","noteKey":"tr-g07-ingilizce-note-eng-7-7-w2","objective":"Students can organise ideas for writing in the context of life in nature","objectiveCode":"ENG.7.7.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveCode":"ENG.7.7.W2","objectiveText":"Students can organise ideas for writing in the context of life in nature","pdfPageIndex":874,"printedPageNumber":875,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveId":"ENG.7.7.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of life in nature","objectiveTitle":"Students can organise ideas for writing in the context of life in nature","objectives":["ENG.7.7.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w2-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w2","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can organise ideas for writing in the context of life in nature","topic":"Students can organise ideas for writing in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w2","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. 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{"body":"You will learn to draft a clear written text in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.7.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W3 develops the ability to draft a clear written text in the context of life in nature. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W3 develops the ability to draft a clear written text in the context of life in nature. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to use vocabulary accurately in writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.7.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W4 develops the ability to use vocabulary accurately in writing in the context of life in nature. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W4 develops the ability to use vocabulary accurately in writing in the context of life in nature. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-w4","noteKey":"tr-g07-ingilizce-note-eng-7-7-w4","objective":"Students can use vocabulary accurately in writing in the context of life in nature","objectiveCode":"ENG.7.7.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveCode":"ENG.7.7.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of life in nature","pdfPageIndex":874,"printedPageNumber":875,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveId":"ENG.7.7.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of life in nature","objectiveTitle":"Students can use vocabulary accurately in writing in the context of life in nature","objectives":["ENG.7.7.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w4-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w4","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can use vocabulary accurately in writing in the context of life in nature","topic":"Students can use vocabulary accurately in writing in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w4","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 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{"body":"You will learn to use grammar and mechanics accurately in writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.7.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in nature. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in nature. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. 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{"body":"You will learn to revise and edit written work in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.7.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W6 develops the ability to revise and edit written work in the context of life in nature. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W6 develops the ability to revise and edit written work in the context of life in nature. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-w6","noteKey":"tr-g07-ingilizce-note-eng-7-7-w6","objective":"Students can revise and edit written work in the context of life in nature","objectiveCode":"ENG.7.7.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveCode":"ENG.7.7.W6","objectiveText":"Students can revise and edit written work in the context of life in nature","pdfPageIndex":874,"printedPageNumber":875,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","objectiveId":"ENG.7.7.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of life in nature","objectiveTitle":"Students can revise and edit written work in the context of life in nature","objectives":["ENG.7.7.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-875","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w6-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w6","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can revise and edit written work in the context of life in nature","topic":"Students can revise and edit written work in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w6","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Wetland Bird Count'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'count for fifteen minutes', organise it for the intended reader, and check that every sentence supports a low-impact bird survey rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Forest Soil Check': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'moisture', restore 'compare two approved points', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"4b99bb993c306fea0ee04fd4bd6d35b19228e1924107315303c44d27f4509a82","reviewDecisionSha256":"889f9bfd087f3770d01ca7ee4661d3a61cb20a78bf9af45dc787fd671f672631","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:4b99bb993c306fea0ee04fd4bd6d35b19228e1924107315303c44d27f4509a82","reviewedHash":"sha256:4b99bb993c306fea0ee04fd4bd6d35b19228e1924107315303c44d27f4509a82","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:889f9bfd087f3770d01ca7ee4661d3a61cb20a78bf9af45dc787fd671f672631; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-7-w6","contentProjectionSha256":"4b99bb993c306fea0ee04fd4bd6d35b19228e1924107315303c44d27f4509a82","reviewDecisionSha256":"889f9bfd087f3770d01ca7ee4661d3a61cb20a78bf9af45dc787fd671f672631","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.7.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.7.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.7.W7 develops the ability to reflect on and share the writing process in the context of life in nature. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-7-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of life in nature through age-appropriate sources about a low-impact bird survey. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.7.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.7.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Wetland Bird Count', write: 'I identified a low-impact bird survey and verified count for fifteen minutes, but I need to check the section containing observe once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.7.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.7.W7 develops the ability to reflect on and share the writing process in the context of life in nature. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-7-w7","noteKey":"tr-g07-ingilizce-note-eng-7-7-w7","objective":"Students can reflect on and share the writing process in the context of life in nature","objectiveCode":"ENG.7.7.W7","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveCode":"ENG.7.7.W7","objectiveText":"Students can reflect on and share the writing process in the context of life in nature","pdfPageIndex":875,"printedPageNumber":876,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","objectiveId":"ENG.7.7.W7","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the writing process in the context of life in nature","objectiveTitle":"Students can reflect on and share the writing process in the context of life in nature","objectives":["ENG.7.7.W7"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.7.W7","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-876","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w7-kapsam","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w7","unitKey":"tr-g07-ingilizce-unit07-life-in-nature"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the writing process."},{"component":"b","text":"Learners apply the W7 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.7.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u07-eng-7-7-w7-kapsam","subtopicTitle":"Students can reflect on and share the writing process in the context of life in nature","themeKey":"tr-g07-ingilizce-u07-life-in-nature","themeTitle":"Life in Nature","title":"Students can reflect on and share the writing process in the context of life in nature","topic":"Students can reflect on and share the writing process in the context of life in nature","topicKey":"tr-g07-ingilizce-u07-eng-7-7-w7","type":"note","unitKey":"tr-g07-ingilizce-unit07-life-in-nature","unitNumber":7,"unitTitle":"LIFE IN NATURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Forest Soil Check task I used compare two approved points accurately, but my explanation of moisture was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to select and use grammar from context in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Context: Moon Base Water Brief. Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.\n- Worked example 2 — Context: Satellite Debris Alert. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.\n\n- Can I apply ENG.7.8.G1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.G1 develops the ability to select and use grammar from context in the context of life in the universe & future. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-g1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use grammar from context in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.G1: context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.G1. 4. Apply context clues, subject–verb agreement, time markers, tense choice, modal verbs and a final meaning check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Context: Moon Base Water Brief. Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","Worked example 2 — Context: Satellite Debris Alert. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the G1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.G1 develops the ability to select and use grammar from context in the context of life in the universe & future. A strong response uses source evidence, applies the specific G1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-g1","noteKey":"tr-g07-ingilizce-note-eng-7-8-g1","objective":"Students can select and use grammar from context in the context of life in the universe & future","objectiveCode":"ENG.7.8.G1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-898","objectiveCode":"ENG.7.8.G1","objectiveText":"Students can select and use grammar from context in the context of life in the universe & future","pdfPageIndex":897,"printedPageNumber":898,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-898","objectiveId":"ENG.7.8.G1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use grammar from context in the context of life in the universe & future","objectiveTitle":"Students can select and use grammar from context in the context of life in the universe & future","objectives":["ENG.7.8.G1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.G1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-898","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-g1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-g1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use grammar from context."},{"component":"b","text":"Learners apply the G1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.G1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-g1-kapsam","subtopicTitle":"Students can select and use grammar from context in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can select and use grammar from context in the context of life in the universe & future","topic":"Students can select and use grammar from context in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-g1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Context: Moon Base Water Brief. Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source.","solution":"Worked example 1 — Context: Moon Base Water Brief. Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: choose the grammatically accurate report. Solution: 'The group records the key detail before it presents the result.' The singular group takes records, and the time relationship remains consistent with the source."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Context: Satellite Debris Alert. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense.","solution":"Worked example 2 — Context: Satellite Debris Alert. A learner writes, 'The students is preparing the activity.' Solution: 'The students are preparing the activity.' The plural subject requires are; the correction preserves the current preparation meaning rather than changing the tense."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"a421495c5270dced859cf026488d0280a39f5ade448de48276ff4668c13a3f8a","reviewDecisionSha256":"b98f722f0914daf1d18f2b72de03713a7644a9920c966df8c2a757e676e6e5f7","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:a421495c5270dced859cf026488d0280a39f5ade448de48276ff4668c13a3f8a","reviewedHash":"sha256:a421495c5270dced859cf026488d0280a39f5ade448de48276ff4668c13a3f8a","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:b98f722f0914daf1d18f2b72de03713a7644a9920c966df8c2a757e676e6e5f7; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-g1","contentProjectionSha256":"a421495c5270dced859cf026488d0280a39f5ade448de48276ff4668c13a3f8a","reviewDecisionSha256":"b98f722f0914daf1d18f2b72de03713a7644a9920c966df8c2a757e676e6e5f7","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for listening and make predictions in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the audio titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.\n\n- Can I apply ENG.7.8.L1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.L1 develops the ability to prepare for listening and make predictions in the context of life in the universe & future. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-l1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for listening and make predictions in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.L1: title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L1. 4. Apply title and sound clues, prior knowledge, a provisional prediction and confirmation while listening. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the audio titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.L1 develops the ability to prepare for listening and make predictions in the context of life in the universe & future. A strong response uses source evidence, applies the specific L1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-l1","noteKey":"tr-g07-ingilizce-note-eng-7-8-l1","objective":"Students can prepare for listening and make predictions in the context of life in the universe & future","objectiveCode":"ENG.7.8.L1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveCode":"ENG.7.8.L1","objectiveText":"Students can prepare for listening and make predictions in the context of life in the universe & future","pdfPageIndex":894,"printedPageNumber":895,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveId":"ENG.7.8.L1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for listening and make predictions in the context of life in the universe & future","objectiveTitle":"Students can prepare for listening and make predictions in the context of life in the universe & future","objectives":["ENG.7.8.L1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.L1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for listening and make predictions."},{"component":"b","text":"Learners apply the L1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.L1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l1-kapsam","subtopicTitle":"Students can prepare for listening and make predictions in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can prepare for listening and make predictions in the context of life in the universe & future","topic":"Students can prepare for listening and make predictions in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the audio titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the audio titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"b382ee4df7e4738e18a5e184bf04621c0068b09a02fa2411e52fef76535cf3f8","reviewDecisionSha256":"2b510b45c6e0106596980083811c65132d9e6f90b9bf7e6bf1088368f4b582be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:b382ee4df7e4738e18a5e184bf04621c0068b09a02fa2411e52fef76535cf3f8","reviewedHash":"sha256:b382ee4df7e4738e18a5e184bf04621c0068b09a02fa2411e52fef76535cf3f8","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:2b510b45c6e0106596980083811c65132d9e6f90b9bf7e6bf1088368f4b582be; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-l1","contentProjectionSha256":"b382ee4df7e4738e18a5e184bf04621c0068b09a02fa2411e52fef76535cf3f8","reviewDecisionSha256":"2b510b45c6e0106596980083811c65132d9e6f90b9bf7e6bf1088368f4b582be","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to identify the listening topic and key details in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: find one exact supporting detail. Solution: record 'twenty litres per day'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: listen for signal words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.\n\n- Can I apply ENG.7.8.L2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.L2 develops the ability to identify the listening topic and key details in the context of life in the universe & future. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-l2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to identify the listening topic and key details in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.L2: listening topic, signal words, speaker purpose, stated detail and concise note-taking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L2. 4. Apply listening topic, signal words, speaker purpose, stated detail and concise note-taking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: find one exact supporting detail. Solution: record 'twenty litres per day'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: listen for signal words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L2 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.L2 develops the ability to identify the listening topic and key details in the context of life in the universe & future. A strong response uses source evidence, applies the specific L2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-l2","noteKey":"tr-g07-ingilizce-note-eng-7-8-l2","objective":"Students can identify the listening topic and key details in the context of life in the universe & future","objectiveCode":"ENG.7.8.L2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveCode":"ENG.7.8.L2","objectiveText":"Students can identify the listening topic and key details in the context of life in the universe & future","pdfPageIndex":894,"printedPageNumber":895,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveId":"ENG.7.8.L2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can identify the listening topic and key details in the context of life in the universe & future","objectiveTitle":"Students can identify the listening topic and key details in the context of life in the universe & future","objectives":["ENG.7.8.L2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.L2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l2-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l2","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to identify the listening topic and key details."},{"component":"b","text":"Learners apply the L2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.L2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l2-kapsam","subtopicTitle":"Students can identify the listening topic and key details in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can identify the listening topic and key details in the context of life in the universe & future","topic":"Students can identify the listening topic and key details in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l2","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: listen for signal words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: listen for signal words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"c816d950e22c30a474dc5057ad5b0d0669c0b0d846ea495bd575dc4590501e7b","reviewDecisionSha256":"68d0f109ac021bf7be687f09cc3ad9424514d0b6c9bb9c0f2fe2e1cdf5d2e4e3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:c816d950e22c30a474dc5057ad5b0d0669c0b0d846ea495bd575dc4590501e7b","reviewedHash":"sha256:c816d950e22c30a474dc5057ad5b0d0669c0b0d846ea495bd575dc4590501e7b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:68d0f109ac021bf7be687f09cc3ad9424514d0b6c9bb9c0f2fe2e1cdf5d2e4e3; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-l2","contentProjectionSha256":"c816d950e22c30a474dc5057ad5b0d0669c0b0d846ea495bd575dc4590501e7b","reviewDecisionSha256":"68d0f109ac021bf7be687f09cc3ad9424514d0b6c9bb9c0f2fe2e1cdf5d2e4e3","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to classify, compare and infer meaning while listening in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Solution: classify it as a future habitat water system and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.\n\n- Can I apply ENG.7.8.L3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the universe & future. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-l3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while listening in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.L3: classification criteria, comparison, linked listening details and evidence-limited inference. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L3. 4. Apply classification criteria, comparison, linked listening details and evidence-limited inference. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Solution: classify it as a future habitat water system and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L3 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.L3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.L3 develops the ability to classify, compare and infer meaning while listening in the context of life in the universe & future. A strong response uses source evidence, applies the specific L3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to reflect on and share listening experiences in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the listening task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.\n\n- Can I apply ENG.7.8.L4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.L4 develops the ability to reflect on and share listening experiences in the context of life in the universe & future. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-l4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share listening experiences in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.L4: a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.L4. 4. Apply a specific listening success, a comprehension gap, cited evidence and an actionable next strategy. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the listening task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the L4 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.L4 develops the ability to reflect on and share listening experiences in the context of life in the universe & future. A strong response uses source evidence, applies the specific L4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-l4","noteKey":"tr-g07-ingilizce-note-eng-7-8-l4","objective":"Students can reflect on and share listening experiences in the context of life in the universe & future","objectiveCode":"ENG.7.8.L4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveCode":"ENG.7.8.L4","objectiveText":"Students can reflect on and share listening experiences in the context of life in the universe & future","pdfPageIndex":894,"printedPageNumber":895,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","objectiveId":"ENG.7.8.L4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share listening experiences in the context of life in the universe & future","objectiveTitle":"Students can reflect on and share listening experiences in the context of life in the universe & future","objectives":["ENG.7.8.L4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.L4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-895","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l4-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l4","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share listening experiences."},{"component":"b","text":"Learners apply the L4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.L4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-l4-kapsam","subtopicTitle":"Students can reflect on and share listening experiences in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can reflect on and share listening experiences in the context of life in the universe & future","topic":"Students can reflect on and share listening experiences in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-l4","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the listening task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the listening task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"d08af77f2a10f434807f34679f24e875022d2e9111ad2370011e2bbe7e8d6a65","reviewDecisionSha256":"290c48ca23c20e57c9a45d9257d4f331e826105ea3471c5ba0139c9684b6e160","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:d08af77f2a10f434807f34679f24e875022d2e9111ad2370011e2bbe7e8d6a65","reviewedHash":"sha256:d08af77f2a10f434807f34679f24e875022d2e9111ad2370011e2bbe7e8d6a65","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:290c48ca23c20e57c9a45d9257d4f331e826105ea3471c5ba0139c9684b6e160; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-l4","contentProjectionSha256":"d08af77f2a10f434807f34679f24e875022d2e9111ad2370011e2bbe7e8d6a65","reviewDecisionSha256":"290c48ca23c20e57c9a45d9257d4f331e826105ea3471c5ba0139c9684b6e160","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Read the detail 'twenty litres per day'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.\n- Worked example 2 — A learner stresses only articles in 'paths are updated hourly'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.\n\n- Can I apply ENG.7.8.P1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the universe & future. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-p1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use pronunciation, stress and intonation accurately in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.P1: content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.P1. 4. Apply content-word stress, complete final sounds, meaningful pauses, phrasing and intonation linked to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Read the detail 'twenty litres per day'. Solution: stress the main action and the time or place, pronounce final sounds completely, and pause between information groups. This delivery makes the source meaning easier to follow without changing any words.","Worked example 2 — A learner stresses only articles in 'paths are updated hourly'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the P1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.P1 develops the ability to use pronunciation, stress and intonation accurately in the context of life in the universe & future. A strong response uses source evidence, applies the specific P1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-p1","noteKey":"tr-g07-ingilizce-note-eng-7-8-p1","objective":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","objectiveCode":"ENG.7.8.P1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","objectiveCode":"ENG.7.8.P1","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","pdfPageIndex":895,"printedPageNumber":896,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","objectiveId":"ENG.7.8.P1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","objectiveTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","objectives":["ENG.7.8.P1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.P1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-p1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-p1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use pronunciation, stress and intonation accurately."},{"component":"b","text":"Learners apply the P1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.P1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-p1-kapsam","subtopicTitle":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","topic":"Students can use pronunciation, stress and intonation accurately in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-p1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words.","solution":"Worked example 2 — A learner stresses only articles in 'paths are updated hourly'. Solution: shift stress to the content words, group related words and use intonation that matches the sentence purpose. The listener can then distinguish the key information from grammar words."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"3b0c05e15148b6727ca5cd07e77bdcf0eee10c1ad0304cce594025cd6a0a7a98","reviewDecisionSha256":"5de7bbcbfc836d68d2e9ddf964a69c2573414ae7e9cd837154c0502e27adb8d6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:3b0c05e15148b6727ca5cd07e77bdcf0eee10c1ad0304cce594025cd6a0a7a98","reviewedHash":"sha256:3b0c05e15148b6727ca5cd07e77bdcf0eee10c1ad0304cce594025cd6a0a7a98","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:5de7bbcbfc836d68d2e9ddf964a69c2573414ae7e9cd837154c0502e27adb8d6; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-p1","contentProjectionSha256":"3b0c05e15148b6727ca5cd07e77bdcf0eee10c1ad0304cce594025cd6a0a7a98","reviewDecisionSha256":"5de7bbcbfc836d68d2e9ddf964a69c2573414ae7e9cd837154c0502e27adb8d6","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare for reading and predict content in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Before using the text titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.\n- Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.\n\n- Can I apply ENG.7.8.R1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.R1 develops the ability to prepare for reading and predict content in the context of life in the universe & future. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-r1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare for reading and predict content in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.R1: heading and layout clues, prior knowledge, a provisional reading prediction and later verification. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R1. 4. Apply heading and layout clues, prior knowledge, a provisional reading prediction and later verification. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Before using the text titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.","Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.R1 develops the ability to prepare for reading and predict content in the context of life in the universe & future. A strong response uses source evidence, applies the specific R1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-r1","noteKey":"tr-g07-ingilizce-note-eng-7-8-r1","objective":"Students can prepare for reading and predict content in the context of life in the universe & future","objectiveCode":"ENG.7.8.R1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","objectiveCode":"ENG.7.8.R1","objectiveText":"Students can prepare for reading and predict content in the context of life in the universe & future","pdfPageIndex":895,"printedPageNumber":896,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","objectiveId":"ENG.7.8.R1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare for reading and predict content in the context of life in the universe & future","objectiveTitle":"Students can prepare for reading and predict content in the context of life in the universe & future","objectives":["ENG.7.8.R1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.R1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-896","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-r1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-r1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare for reading and predict content."},{"component":"b","text":"Learners apply the R1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.R1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-r1-kapsam","subtopicTitle":"Students can prepare for reading and predict content in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can prepare for reading and predict content in the context of life in the universe & future","topic":"Students can prepare for reading and predict content in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-r1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Before using the text titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail.","solution":"Worked example 1 — Before using the text titled 'Moon Base Water Brief', predict that it may explain a future habitat water system. Solution: keep the prediction provisional, then use the source 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' to confirm the topic and revise any unsupported detail."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source.","solution":"Worked example 2 — A learner predicts an unrelated weather report from the title 'Satellite Debris Alert'. Solution: replace that guess with a prediction about a space safety procedure, then verify it against 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. A prediction guides attention but never replaces the source."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"0a54beabb7b9b36333c86241c8eb3bb2f8af5b719f3f5f6902211938b4c427e3","reviewDecisionSha256":"4ea79156b29a8b66200128806b839a8a1fa4a526f5fd5299d6378e8de0410bdb","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:0a54beabb7b9b36333c86241c8eb3bb2f8af5b719f3f5f6902211938b4c427e3","reviewedHash":"sha256:0a54beabb7b9b36333c86241c8eb3bb2f8af5b719f3f5f6902211938b4c427e3","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:4ea79156b29a8b66200128806b839a8a1fa4a526f5fd5299d6378e8de0410bdb; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-r1","contentProjectionSha256":"0a54beabb7b9b36333c86241c8eb3bb2f8af5b719f3f5f6902211938b4c427e3","reviewDecisionSha256":"4ea79156b29a8b66200128806b839a8a1fa4a526f5fd5299d6378e8de0410bdb","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to skim, scan and read for detail in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: find one exact supporting detail. Solution: record 'twenty litres per day'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.\n- Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.\n\n- Can I apply ENG.7.8.R2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.R2 develops the ability to skim, scan and read for detail in the context of life in the universe & future. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-r2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to skim, scan and read for detail in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.R2: skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R2. 4. Apply skimming for gist, scanning for a key word, close reading for detail and source-based confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Task: find one exact supporting detail. Solution: record 'twenty litres per day'. Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide.","Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R2 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.R2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.R2 develops the ability to skim, scan and read for detail in the context of life in the universe & future. A strong response uses source evidence, applies the specific R2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Use this wording because it is explicitly stated; do not add a time, place or action that the source does not provide."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'paths are updated hourly'. The nearby words confirm the detail and prevent a familiar but unrelated word from controlling the answer.","solution":"Worked example 2 — Source: 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.' Strategy: scan for relevant key words, then check the full sentence. Solution: note 'paths are updated hourly'. 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{"body":"You will learn to classify, compare and infer meaning while reading in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Solution: classify it as a future habitat water system and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.\n- Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.\n\n- Can I apply ENG.7.8.R3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the universe & future. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-r3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to classify, compare and infer meaning while reading in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.R3: classification criteria, comparison, linked textual clues and an inference that stays within the text. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R3. 4. Apply classification criteria, comparison, linked textual clues and an inference that stays within the text. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Source: 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.' Solution: classify it as a future habitat water system and infer that the actions form one connected plan. The inference uses several linked details and does not claim that the plan applies to every setting.","Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R3 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.R3 develops the ability to classify, compare and infer meaning while reading in the context of life in the universe & future. A strong response uses source evidence, applies the specific R3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-r3","noteKey":"tr-g07-ingilizce-note-eng-7-8-r3","objective":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","objectiveCode":"ENG.7.8.R3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","objectiveCode":"ENG.7.8.R3","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","pdfPageIndex":896,"printedPageNumber":897,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","objectiveId":"ENG.7.8.R3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","objectiveTitle":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","objectives":["ENG.7.8.R3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.R3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-r3-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-r3","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to classify, compare and infer meaning while reading."},{"component":"b","text":"Learners apply the R3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.R3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-r3-kapsam","subtopicTitle":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","topic":"Students can classify, compare and infer meaning while reading in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-r3","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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The inference uses several linked details and does not claim that the plan applies to every setting."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact.","solution":"Worked example 2 — Compare the evidence in 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.'. Solution: identify the shared topic as a space safety procedure, then state which action or condition differs. Classification names a common criterion; inference explains a supported relationship rather than guessing a hidden fact."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"d45424325baae083c9bff940662cfec980bcdedf1817be49fb2610ddfc168084","reviewDecisionSha256":"76a5d4abf58a854ede1f31cf8aa78edf91751debbbea72f62ff923a918bafa59","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:d45424325baae083c9bff940662cfec980bcdedf1817be49fb2610ddfc168084","reviewedHash":"sha256:d45424325baae083c9bff940662cfec980bcdedf1817be49fb2610ddfc168084","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:76a5d4abf58a854ede1f31cf8aa78edf91751debbbea72f62ff923a918bafa59; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-r3","contentProjectionSha256":"d45424325baae083c9bff940662cfec980bcdedf1817be49fb2610ddfc168084","reviewDecisionSha256":"76a5d4abf58a854ede1f31cf8aa78edf91751debbbea72f62ff923a918bafa59","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share reading experiences in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the reading task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.\n\n- Can I apply ENG.7.8.R4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.R4 develops the ability to reflect on and share reading experiences in the context of life in the universe & future. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-r4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share reading experiences in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.R4: a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.R4. 4. Apply a named reading strategy, the evidence it revealed, a remaining difficulty and a realistic next step. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the reading task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the R4 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.R4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.R4 develops the ability to reflect on and share reading experiences in the context of life in the universe & future. A strong response uses source evidence, applies the specific R4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' 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{"body":"You will learn to prepare and plan before speaking in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.\n\n- Can I apply ENG.7.8.S1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S1 develops the ability to prepare and plan before speaking in the context of life in the universe & future. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before speaking in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.S1: audience, purpose, key content, supporting evidence, timing and a planned closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S1. 4. Apply audience, purpose, key content, supporting evidence, timing and a planned closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use audience, purpose, key content, supporting evidence, timing and a planned closing. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S1 develops the ability to prepare and plan before speaking in the context of life in the universe & future. A strong response uses source evidence, applies the specific S1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-s1","noteKey":"tr-g07-ingilizce-note-eng-7-8-s1","objective":"Students can prepare and plan before speaking in the context of life in the universe & future","objectiveCode":"ENG.7.8.S1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveCode":"ENG.7.8.S1","objectiveText":"Students can prepare and plan before speaking in the context of life in the universe & future","pdfPageIndex":899,"printedPageNumber":900,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveId":"ENG.7.8.S1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can prepare and plan before speaking in the context of life in the universe & future","objectiveTitle":"Students can prepare and plan before speaking in the context of life in the universe & future","objectives":["ENG.7.8.S1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.S1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to prepare and plan before speaking."},{"component":"b","text":"Learners apply the S1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.S1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s1-kapsam","subtopicTitle":"Students can prepare and plan before speaking in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can prepare and plan before speaking in the context of life in the universe & future","topic":"Students can prepare and plan before speaking in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to organise ideas for speaking in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.\n\n- Can I apply ENG.7.8.S2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S2 develops the ability to organise ideas for speaking in the context of life in the universe & future. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for speaking in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.S2: opening, logically ordered points, connectors, supporting evidence and a purposeful closing. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S2. 4. Apply opening, logically ordered points, connectors, supporting evidence and a purposeful closing. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use opening, logically ordered points, connectors, supporting evidence and a purposeful closing. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S2 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S2 develops the ability to organise ideas for speaking in the context of life in the universe & future. A strong response uses source evidence, applies the specific S2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to produce clear spoken language in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S3: complete sentences, precise reference, relevant detail, understandable pace and audience awareness. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S3. 4. Apply complete sentences, precise reference, relevant detail, understandable pace and audience awareness. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.\n\n- Can I apply ENG.7.8.S3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S3 develops the ability to produce clear spoken language in the context of life in the universe & future. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to produce clear spoken language in the context of life in the universe & future through age-appropriate sources about a future habitat water system. 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Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use complete sentences, precise reference, relevant detail, understandable pace and audience awareness. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S3 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S3 develops the ability to produce clear spoken language in the context of life in the universe & future. A strong response uses source evidence, applies the specific S3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-s3","noteKey":"tr-g07-ingilizce-note-eng-7-8-s3","objective":"Students can produce clear spoken language in the context of life in the universe & future","objectiveCode":"ENG.7.8.S3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveCode":"ENG.7.8.S3","objectiveText":"Students can produce clear spoken language in the context of life in the universe & future","pdfPageIndex":899,"printedPageNumber":900,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveId":"ENG.7.8.S3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can produce clear spoken language in the context of life in the universe & future","objectiveTitle":"Students can produce clear spoken language in the context of life in the universe & future","objectives":["ENG.7.8.S3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.S3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s3-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s3","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to produce clear spoken language."},{"component":"b","text":"Learners apply the S3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.S3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s3-kapsam","subtopicTitle":"Students can produce clear spoken language in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can produce clear spoken language in the context of life in the universe & future","topic":"Students can produce clear spoken language in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s3","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to use interaction strategies in conversation in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.\n\n- Can I apply ENG.7.8.S4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S4 develops the ability to use interaction strategies in conversation in the context of life in the universe & future. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use interaction strategies in conversation in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.S4: turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S4. 4. Apply turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use turn-taking, clarification, confirmation, polite disagreement and repair of misunderstanding. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S4 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S4 develops the ability to use interaction strategies in conversation in the context of life in the universe & future. A strong response uses source evidence, applies the specific S4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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{"body":"You will learn to monitor and improve spoken language in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.\n- Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.\n\n- Can I apply ENG.7.8.S5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S5 develops the ability to monitor and improve spoken language in the context of life in the universe & future. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to monitor and improve spoken language in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.S5: recording or feedback evidence, a diagnosed speaking problem and a targeted revision. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S5. 4. Apply recording or feedback evidence, a diagnosed speaking problem and a targeted revision. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Speaking task: present 'Moon Base Water Brief'. Solution: use recording or feedback evidence, a diagnosed speaking problem and a targeted revision. Include the verified point 'twenty litres per day', make its relationship to a future habitat water system explicit, and close with the action the audience should remember.","Worked example 2 — A first attempt about 'Satellite Debris Alert' is vague and the listener asks what 'collision' refers to. Solution: name the referent, organise the points, request or give clarification when needed, and check that 'paths are updated hourly' remains audible and accurate."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S5 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S5 develops the ability to monitor and improve spoken language in the context of life in the universe & future. A strong response uses source evidence, applies the specific S5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-s5","noteKey":"tr-g07-ingilizce-note-eng-7-8-s5","objective":"Students can monitor and improve spoken language in the context of life in the universe & future","objectiveCode":"ENG.7.8.S5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","objectiveCode":"ENG.7.8.S5","objectiveText":"Students can monitor and improve spoken language in the context of life in the universe & future","pdfPageIndex":900,"printedPageNumber":901,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","objectiveId":"ENG.7.8.S5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can monitor and improve spoken language in the context of life in the universe & future","objectiveTitle":"Students can monitor and improve spoken language in the context of life in the universe & future","objectives":["ENG.7.8.S5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.S5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s5-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s5","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to monitor and improve spoken language."},{"component":"b","text":"Learners apply the S5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.S5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s5-kapsam","subtopicTitle":"Students can monitor and improve spoken language in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can monitor and improve spoken language in the context of life in the universe & future","topic":"Students can monitor and improve spoken language in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s5","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. 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{"body":"You will learn to reflect on and share the speaking process in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the speaking task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.\n\n- Can I apply ENG.7.8.S6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.S6 develops the ability to reflect on and share the speaking process in the context of life in the universe & future. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-s6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the speaking process in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.S6: a specific strength, evidence of a speaking difficulty and an actionable improvement target. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.S6. 4. Apply a specific strength, evidence of a speaking difficulty and an actionable improvement target. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the speaking task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the S6 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.S6 develops the ability to reflect on and share the speaking process in the context of life in the universe & future. A strong response uses source evidence, applies the specific S6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-s6","noteKey":"tr-g07-ingilizce-note-eng-7-8-s6","objective":"Students can reflect on and share the speaking process in the context of life in the universe & future","objectiveCode":"ENG.7.8.S6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","objectiveCode":"ENG.7.8.S6","objectiveText":"Students can reflect on and share the speaking process in the context of life in the universe & future","pdfPageIndex":900,"printedPageNumber":901,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","objectiveId":"ENG.7.8.S6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can reflect on and share the speaking process in the context of life in the universe & future","objectiveTitle":"Students can reflect on and share the speaking process in the context of life in the universe & future","objectives":["ENG.7.8.S6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.S6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-901","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s6-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s6","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to reflect on and share the speaking process."},{"component":"b","text":"Learners apply the S6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.S6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-s6-kapsam","subtopicTitle":"Students can reflect on and share the speaking process in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can reflect on and share the speaking process in the context of life in the universe & future","topic":"Students can reflect on and share the speaking process in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-s6","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — After the speaking task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","solution":"Worked example 1 — After the speaking task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.","solution":"Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"77c12dd554681a77609de37ed88d6344a6baca75500de628c70f322a6cc42002","reviewDecisionSha256":"16504314350afa9612064405a4b62d26e68ca68f9f4bf11ad0c6ba49394797bd","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:77c12dd554681a77609de37ed88d6344a6baca75500de628c70f322a6cc42002","reviewedHash":"sha256:77c12dd554681a77609de37ed88d6344a6baca75500de628c70f322a6cc42002","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:16504314350afa9612064405a4b62d26e68ca68f9f4bf11ad0c6ba49394797bd; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-s6","contentProjectionSha256":"77c12dd554681a77609de37ed88d6344a6baca75500de628c70f322a6cc42002","reviewDecisionSha256":"16504314350afa9612064405a4b62d26e68ca68f9f4bf11ad0c6ba49394797bd","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to select and use vocabulary from context in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — In 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.', infer the contextual meaning of 'filter'. Solution: connect it with a future habitat water system and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.\n- Worked example 2 — In 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.', a learner selects an unrelated meaning for 'collision'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a space safety procedure, and test whether that meaning keeps the whole sentence coherent.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.\n\n- Can I apply ENG.7.8.V1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.V1 develops the ability to select and use vocabulary from context in the context of life in the universe & future. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-v1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to select and use vocabulary from context in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.V1: nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.V1. 4. Apply nearby words, topic, collocation, word family, contextual meaning and dictionary confirmation. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — In 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.', infer the contextual meaning of 'filter'. Solution: connect it with a future habitat water system and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","Worked example 2 — In 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.', a learner selects an unrelated meaning for 'collision'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a space safety procedure, and test whether that meaning keeps the whole sentence coherent."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the V1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.V1 develops the ability to select and use vocabulary from context in the context of life in the universe & future. A strong response uses source evidence, applies the specific V1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-v1","noteKey":"tr-g07-ingilizce-note-eng-7-8-v1","objective":"Students can select and use vocabulary from context in the context of life in the universe & future","objectiveCode":"ENG.7.8.V1","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","objectiveCode":"ENG.7.8.V1","objectiveText":"Students can select and use vocabulary from context in the context of life in the universe & future","pdfPageIndex":896,"printedPageNumber":897,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","objectiveId":"ENG.7.8.V1","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can select and use vocabulary from context in the context of life in the universe & future","objectiveTitle":"Students can select and use vocabulary from context in the context of life in the universe & future","objectives":["ENG.7.8.V1"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.V1","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-897","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-v1-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-v1","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to select and use vocabulary from context."},{"component":"b","text":"Learners apply the V1 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.V1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-v1-kapsam","subtopicTitle":"Students can select and use vocabulary from context in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can select and use vocabulary from context in the context of life in the universe & future","topic":"Students can select and use vocabulary from context in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-v1","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — In 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.', infer the contextual meaning of 'filter'. Solution: connect it with a future habitat water system and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct.","solution":"Worked example 1 — In 'A design team limits each model habitat to twenty litres per day, filters used water, and reports where water is lost from the cycle.', infer the contextual meaning of 'filter'. Solution: connect it with a future habitat water system and the nearby actions, propose a meaning, then confirm it in a dictionary. Context narrows meaning; it does not make every guess correct."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — In 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.', a learner selects an unrelated meaning for 'collision'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a space safety procedure, and test whether that meaning keeps the whole sentence coherent.","solution":"Worked example 2 — In 'The control team tracks two objects near a satellite, updates their predicted paths every hour, and changes course only if collision risk rises.', a learner selects an unrelated meaning for 'collision'. Solution: examine its collocation and word family in the sentence, choose the meaning linked with a space safety procedure, and test whether that meaning keeps the whole sentence coherent."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"80270ba7ca54ab3f0b59cac3c7a8d9f0267277da44e8743d86b9bc0febb252e5","reviewDecisionSha256":"3a32a5050ab5ce319e75081e5ba4901bbd1e7186d71c8e08052c36fd75dab15e","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:80270ba7ca54ab3f0b59cac3c7a8d9f0267277da44e8743d86b9bc0febb252e5","reviewedHash":"sha256:80270ba7ca54ab3f0b59cac3c7a8d9f0267277da44e8743d86b9bc0febb252e5","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:3a32a5050ab5ce319e75081e5ba4901bbd1e7186d71c8e08052c36fd75dab15e; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-v1","contentProjectionSha256":"80270ba7ca54ab3f0b59cac3c7a8d9f0267277da44e8743d86b9bc0febb252e5","reviewDecisionSha256":"3a32a5050ab5ce319e75081e5ba4901bbd1e7186d71c8e08052c36fd75dab15e","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to prepare and plan before writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.\n\n- Can I apply ENG.7.8.W1 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W1 develops the ability to prepare and plan before writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w1","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to prepare and plan before writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W1: audience, purpose, relevant source evidence, text type, plan and success criteria. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W1. 4. Apply audience, purpose, relevant source evidence, text type, plan and success criteria. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W1 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W1 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W1 develops the ability to prepare and plan before writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W1 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply audience, purpose, relevant source evidence, text type, plan and success criteria. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. 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{"body":"You will learn to organise ideas for writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.\n\n- Can I apply ENG.7.8.W2 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W2 develops the ability to organise ideas for writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w2","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to organise ideas for writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W2: topic sentence, logically grouped details, connectors and a closing related to purpose. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W2. 4. Apply topic sentence, logically grouped details, connectors and a closing related to purpose. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W2 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W2 develops the ability to organise ideas for writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W2 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-w2","noteKey":"tr-g07-ingilizce-note-eng-7-8-w2","objective":"Students can organise ideas for writing in the context of life in the universe & future","objectiveCode":"ENG.7.8.W2","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveCode":"ENG.7.8.W2","objectiveText":"Students can organise ideas for writing in the context of life in the universe & future","pdfPageIndex":898,"printedPageNumber":899,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveId":"ENG.7.8.W2","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can organise ideas for writing in the context of life in the universe & future","objectiveTitle":"Students can organise ideas for writing in the context of life in the universe & future","objectives":["ENG.7.8.W2"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.W2","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w2-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w2","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to organise ideas for writing."},{"component":"b","text":"Learners apply the W2 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.W2 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w2-kapsam","subtopicTitle":"Students can organise ideas for writing in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can organise ideas for writing in the context of life in the universe & future","topic":"Students can organise ideas for writing in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w2","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply topic sentence, logically grouped details, connectors and a closing related to purpose. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"e6559613a718daa04562d92cef3477a0d3aef05bf8b1f8a1d66da27cfe9c717b","reviewDecisionSha256":"766f3d714f47bd0ba5b9ce6f09d807d8a45dc0191c5b564fa3eac93d52e152f5","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:e6559613a718daa04562d92cef3477a0d3aef05bf8b1f8a1d66da27cfe9c717b","reviewedHash":"sha256:e6559613a718daa04562d92cef3477a0d3aef05bf8b1f8a1d66da27cfe9c717b","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:766f3d714f47bd0ba5b9ce6f09d807d8a45dc0191c5b564fa3eac93d52e152f5; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-w2","contentProjectionSha256":"e6559613a718daa04562d92cef3477a0d3aef05bf8b1f8a1d66da27cfe9c717b","reviewDecisionSha256":"766f3d714f47bd0ba5b9ce6f09d807d8a45dc0191c5b564fa3eac93d52e152f5","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to draft a clear written text in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.\n\n- Can I apply ENG.7.8.W3 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W3 develops the ability to draft a clear written text in the context of life in the universe & future. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w3","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to draft a clear written text in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W3: a complete draft with clear reference, source-based detail, coherent order and reader action. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W3. 4. Apply a complete draft with clear reference, source-based detail, coherent order and reader action. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W3 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W3 develops the ability to draft a clear written text in the context of life in the universe & future. A strong response uses source evidence, applies the specific W3 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-w3","noteKey":"tr-g07-ingilizce-note-eng-7-8-w3","objective":"Students can draft a clear written text in the context of life in the universe & future","objectiveCode":"ENG.7.8.W3","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveCode":"ENG.7.8.W3","objectiveText":"Students can draft a clear written text in the context of life in the universe & future","pdfPageIndex":898,"printedPageNumber":899,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveId":"ENG.7.8.W3","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can draft a clear written text in the context of life in the universe & future","objectiveTitle":"Students can draft a clear written text in the context of life in the universe & future","objectives":["ENG.7.8.W3"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.W3","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w3-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w3","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to draft a clear written text."},{"component":"b","text":"Learners apply the W3 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.W3 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w3-kapsam","subtopicTitle":"Students can draft a clear written text in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can draft a clear written text in the context of life in the universe & future","topic":"Students can draft a clear written text in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w3","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply a complete draft with clear reference, source-based detail, coherent order and reader action. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"5922dd4b80ae36e4c346a6c3cfd29b5cfb92e1e5481cb5cd6cb61972c4c7f6e7","reviewDecisionSha256":"eccce2445eecc258e434d15e3c54e3ecdd88dd352ece948231a0aa261d393db4","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:5922dd4b80ae36e4c346a6c3cfd29b5cfb92e1e5481cb5cd6cb61972c4c7f6e7","reviewedHash":"sha256:5922dd4b80ae36e4c346a6c3cfd29b5cfb92e1e5481cb5cd6cb61972c4c7f6e7","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:eccce2445eecc258e434d15e3c54e3ecdd88dd352ece948231a0aa261d393db4; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-w3","contentProjectionSha256":"5922dd4b80ae36e4c346a6c3cfd29b5cfb92e1e5481cb5cd6cb61972c4c7f6e7","reviewDecisionSha256":"eccce2445eecc258e434d15e3c54e3ecdd88dd352ece948231a0aa261d393db4","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use vocabulary accurately in writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.\n\n- Can I apply ENG.7.8.W4 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W4 develops the ability to use vocabulary accurately in writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w4","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use vocabulary accurately in writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W4: precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W4. 4. Apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W4 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W4 develops the ability to use vocabulary accurately in writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W4 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-w4","noteKey":"tr-g07-ingilizce-note-eng-7-8-w4","objective":"Students can use vocabulary accurately in writing in the context of life in the universe & future","objectiveCode":"ENG.7.8.W4","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveCode":"ENG.7.8.W4","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the universe & future","pdfPageIndex":898,"printedPageNumber":899,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveId":"ENG.7.8.W4","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use vocabulary accurately in writing in the context of life in the universe & future","objectiveTitle":"Students can use vocabulary accurately in writing in the context of life in the universe & future","objectives":["ENG.7.8.W4"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.W4","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w4-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w4","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use vocabulary accurately in writing."},{"component":"b","text":"Learners apply the W4 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.W4 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w4-kapsam","subtopicTitle":"Students can use vocabulary accurately in writing in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can use vocabulary accurately in writing in the context of life in the universe & future","topic":"Students can use vocabulary accurately in writing in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w4","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply precise nouns and verbs, suitable collocations, avoidance of vague words and context checking. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"ae10231c85ecde3194940527e44bebc7aa260ceadf66a87db1da492b506925e1","reviewDecisionSha256":"4b46e29b0f016ff16bcaadda72184f4d29ae9c2b524b2a2d0abf8e97eb6ba46a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:ae10231c85ecde3194940527e44bebc7aa260ceadf66a87db1da492b506925e1","reviewedHash":"sha256:ae10231c85ecde3194940527e44bebc7aa260ceadf66a87db1da492b506925e1","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:4b46e29b0f016ff16bcaadda72184f4d29ae9c2b524b2a2d0abf8e97eb6ba46a; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-w4","contentProjectionSha256":"ae10231c85ecde3194940527e44bebc7aa260ceadf66a87db1da492b506925e1","reviewDecisionSha256":"4b46e29b0f016ff16bcaadda72184f4d29ae9c2b524b2a2d0abf8e97eb6ba46a","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to use grammar and mechanics accurately in writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.\n\n- Can I apply ENG.7.8.W5 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w5","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to use grammar and mechanics accurately in writing in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W5: sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W5. 4. Apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W5 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W5 develops the ability to use grammar and mechanics accurately in writing in the context of life in the universe & future. A strong response uses source evidence, applies the specific W5 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-w5","noteKey":"tr-g07-ingilizce-note-eng-7-8-w5","objective":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","objectiveCode":"ENG.7.8.W5","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveCode":"ENG.7.8.W5","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","pdfPageIndex":898,"printedPageNumber":899,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","objectiveId":"ENG.7.8.W5","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","objectiveTitle":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","objectives":["ENG.7.8.W5"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.W5","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-899","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w5-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w5","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to use grammar and mechanics accurately in writing."},{"component":"b","text":"Learners apply the W5 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.W5 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w5-kapsam","subtopicTitle":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","topic":"Students can use grammar and mechanics accurately in writing in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w5","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply sentence agreement, tense consistency, capitals, punctuation and a final mechanics check. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. 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{"body":"You will learn to revise and edit written work in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.\n- Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.\n\n- Can I apply ENG.7.8.W6 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W6 develops the ability to revise and edit written work in the context of life in the universe & future. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w6","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to revise and edit written work in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W6: content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W6. 4. Apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W6 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W6 develops the ability to revise and edit written work in the context of life in the universe & future. A strong response uses source evidence, applies the specific W6 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer."},"linkedPackId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","noteId":"tr-g07-ingilizce-note-eng-7-8-w6","noteKey":"tr-g07-ingilizce-note-eng-7-8-w6","objective":"Students can revise and edit written work in the context of life in the universe & future","objectiveCode":"ENG.7.8.W6","objectiveEvidence":{"evidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveCode":"ENG.7.8.W6","objectiveText":"Students can revise and edit written work in the context of life in the universe & future","pdfPageIndex":899,"printedPageNumber":900,"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"sourceId":"tr-meb-english-regular-g02-g08-program-2025","sourceUrl":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf"},"objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","objectiveId":"ENG.7.8.W6","objectiveSource":"https://mufredat.meb.gov.tr/Dosyalar/202591011405337-26-08-ekli-english-regular.pdf","objectiveText":"Students can revise and edit written work in the context of life in the universe & future","objectiveTitle":"Students can revise and edit written work in the context of life in the universe & future","objectives":["ENG.7.8.W6"],"packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","planBinding":{"objectiveCode":"ENG.7.8.W6","objectiveEvidenceId":"tr-meb-english-regular-g02-g08-program-2025:pdf-page-900","packId":"tr-g07-ingilizce-subject-q0001-q1536-pack-v8","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w6-kapsam","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w6","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future"},"processComponents":[{"component":"a","text":"Learners activate or examine evidence to revise and edit written work."},{"component":"b","text":"Learners apply the W6 process to the current theme."},{"component":"c","text":"Learners check and reflect on the result in English."}],"recordType":"note","schemaVersion":"2.2","selfCheck":["Can I apply ENG.7.8.W6 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"sourceRefs":["tr-meb-english-regular-g02-g08-program-2025"],"subject":"İngilizce","subtopicKey":"tr-g07-ingilizce-u08-eng-7-8-w6-kapsam","subtopicTitle":"Students can revise and edit written work in the context of life in the universe & future","themeKey":"tr-g07-ingilizce-u08-life-in-the-universe-future","themeTitle":"Life in the Universe & Future","title":"Students can revise and edit written work in the context of life in the universe & future","topic":"Students can revise and edit written work in the context of life in the universe & future","topicKey":"tr-g07-ingilizce-u08-eng-7-8-w6","type":"note","unitKey":"tr-g07-ingilizce-unit08-life-in-the-universe-future","unitNumber":8,"unitTitle":"LIFE IN THE UNIVERSE & FUTURE","visualDecisionMode":"semantic_visual_gate","visualNeed":{"acceptableKinds":[],"evidenceDimensions":[],"level":"none","rationale":"The note supplies all language evidence in text. No decorative visual is used; any visual clue required by a future listening or reading stimulus must be bound to that stimulus.","role":"none"},"workedExamples":[{"title":"Çözümlü örnek 1","problem":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim.","solution":"Worked example 1 — Writing task: create a short text for 'Moon Base Water Brief'. Solution: apply content accuracy, organisation, sentence clarity, mechanics and revision against source evidence. Use the source detail 'twenty litres per day', organise it for the intended reader, and check that every sentence supports a future habitat water system rather than adding an unrelated claim."},{"title":"Çözümlü örnek 2","problem":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing.","solution":"Worked example 2 — Draft about 'Satellite Debris Alert': one sentence is vague and a key condition is missing. Solution: replace the vague wording with 'collision', restore 'paths are updated hourly', revise the order and mechanics, and compare the final text with the source before sharing."}],"reviewStatus":"ai-verified","humanReviewed":false,"reviewMode":"ai-only","reviewModel":"gpt-5.6-sol-independent-reviewer","reviewDeclaration":"ai-generated-and-independently-ai-reviewed-no-human-review","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","reviewedContentSha256":"140bbfd5a3d54f36a1225eb9cabbb4cce74c4b97b1320fd650205e663bcaef07","reviewDecisionSha256":"2a4285bd1bb52b1f5921b163e7ec281b918f20451ed073dfa34e444eac0c2c05","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","contentHash":"sha256:140bbfd5a3d54f36a1225eb9cabbb4cce74c4b97b1320fd650205e663bcaef07","reviewedHash":"sha256:140bbfd5a3d54f36a1225eb9cabbb4cce74c4b97b1320fd650205e663bcaef07","publishReady":true,"publishBlocked":false,"productionStatus":"reviewed-release-candidate","disclosure":"ai-generated-and-independently-ai-reviewed-no-human-review","provenance":"ai-verified:2a4285bd1bb52b1f5921b163e7ec281b918f20451ed073dfa34e444eac0c2c05; review-manifest:7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46; model:gpt-5.6-sol-independent-reviewer; mode:ai-only; human-review:false","reviewAttestation":{"schema":"alika-bank-record-review-attestation/2.0.0","decision":"PASS","recordId":"tr-g07-ingilizce-note-eng-7-8-w6","contentProjectionSha256":"140bbfd5a3d54f36a1225eb9cabbb4cce74c4b97b1320fd650205e663bcaef07","reviewDecisionSha256":"2a4285bd1bb52b1f5921b163e7ec281b918f20451ed073dfa34e444eac0c2c05","reviewManifestSha256":"7490e91547a8febf66bfbe0aa5d4b3226bd8bc22155b8828b3f74af8b1db3a46","reviewMethodVersion":"alika-hash-bound-independent-ai-review/2.0.0","model":"gpt-5.6-sol-independent-reviewer","mode":"ai-only","humanReviewed":false,"declaration":"ai-generated-and-independently-ai-reviewed-no-human-review"}}
{"body":"You will learn to reflect on and share the writing process in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.\n\nCore concepts for ENG.7.8.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.\n\nActivate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.\n\n1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.\n\n- Worked example 1 — After the writing task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.\n- Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable.\n\nCommon mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.\n\n- Can I apply ENG.7.8.W7 to a new source and cite the clue I used?\n- Can I explain why one plausible alternative is unsupported?\n- Can I revise my response after checking meaning, form, purpose and audience?\n\nOutcome ENG.7.8.W7 develops the ability to reflect on and share the writing process in the context of life in the universe & future. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.\n\nAll evidence needed for these examples is supplied in text. A future visual or audio stimulus must be bound to its exact task; no decorative image is used and no caption or alt text may reveal the answer.","contentContractHash":"74b5ee649f01933fd50dfeb7e29706e7dc1ddf0fe3e014ead2fe5cd0896ae7a1","contentContractVersion":"2.2","country":"TR","figure":null,"figureContractHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureContractVersion":"1.1.0","figureSpecHash":"c61895f79763ac62ef0ede73966ada5b19375bcca6ab548c10c96d65f4774e86","figureSpecVersion":"1.1.0","grade":7,"hintsForbidden":true,"id":"tr-g07-ingilizce-note-eng-7-8-w7","labelScope":"pack","lang":"en","language":"en","lessonSections":{"whatIWillLearn":"You will learn to reflect on and share the writing process in the context of life in the universe & future through age-appropriate sources about a future habitat water system. You will identify relevant evidence, apply the target English process and explain how the source supports your response.","keyConcepts":"Core concepts for ENG.7.8.W7: a documented revision, remaining writing need, peer feedback evidence and a next writing goal. These concepts are used together; a familiar word or an attractive option cannot replace source meaning, audience, language form or task purpose.","priorKnowledge":"Activate familiar English words and experiences, but keep every prediction provisional. Distinguish a source detail from your own idea, and use English word order, reference and punctuation when you communicate the result.","steps":"1. Identify the purpose and audience. 2. Preview the source. 3. Locate evidence relevant to ENG.7.8.W7. 4. Apply a documented revision, remaining writing need, peer feedback evidence and a next writing goal. 5. Compare alternatives. 6. Check meaning and form. 7. Revise after feedback.","workedExamples":["Worked example 1 — After the writing task on 'Moon Base Water Brief', write: 'I identified a future habitat water system and verified twenty litres per day, but I need to check the section containing filter once more.' This reflection names evidence, a gap and a next action.","Worked example 2 — Weak reflection: 'It was good.' Improved solution: 'In the Satellite Debris Alert task I used paths are updated hourly accurately, but my explanation of collision was unclear; next time I will mark and rehearse that point.' The revision is specific and testable."],"commonMistakes":"Common mistakes include ignoring the source, translating word for word, selecting an option because of one familiar word, confusing prediction with fact, omitting the audience, and failing to check the W7 result against meaning and form.","selfCheck":["Can I apply ENG.7.8.W7 to a new source and cite the clue I used?","Can I explain why one plausible alternative is unsupported?","Can I revise my response after checking meaning, form, purpose and audience?"],"summary":"Outcome ENG.7.8.W7 develops the ability to reflect on and share the writing process in the context of life in the universe & future. A strong response uses source evidence, applies the specific W7 process, communicates clearly in English and states any limit on the conclusion.","figureNote":"All evidence needed for these examples is supplied in text. 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